Y3 / Y4 The Abominables (by Eva Ibbotson) opening - Story mapping example and WAGOLL adapted story introduction and self assessment / peer assessment sheet. Once the children know the story opening well (following on from p.1-17 activities and questions along with sequencing activity - see separate resource) they should be able to map out the key events in the story using pictures. The story map can then be adapted using post it notes to change key details (see inside for example). There is then an example story opening WAGOLL in which a boy falls overboard from a cruise ship and is stranded on an island. Finally, there is an editable self and peer assessment sheet. Required text extract is available for free download at https://www.lovereading4kids.co.uk/book/8716/The-Abominables-by-Eva-Ibbotson.html

Y3 / Y4 The Abominables (by Eva Ibbotson) p.1-6 whole class guided reading. Word work, and differentiated retrieval and inference questions. Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 1-6. Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well. Next, move on to the differentiated retrieval questions and finally the differentiated inference questions. The required text extract is available for free download at: https://www.lovereading4kids.co.uk/book/8716/The-Abominables-by-Eva-Ibbotson.html Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Y3/Y4 / Y5 mixed class mini topic focusing on the banned Iceland Christmas advert and the use of Palm Oil. Focuses mainly around reading to start with then move on to writing balanced arguments and persuasive letters. Starts with reading comprehension (requires additional comprehension activity from Twinkl - NOT INCLUDED IN THIS PACK). All included: Day by day mini topic breakdown with editable resource sheets Iceland advert transcript - to be deconstructed Poetry elements breakdown prompt Differentiated inference questions Palm oil products sorting activity (with answers in topic plan) Example notes from Banksy grafitti P4C session Banksy grafitti balanced arguments written by Y4s - to be deconstructed Planning sheet for balanced arguments Balanced argument assessment sheet Persuasive letter example and check lists (to J. K. Rowling) Persuasive letter assessment sheet Curriculum coverage (from Year 3 and Year 4 programme of study) Reading comprehension: Listening to and discussing a wide range of poetry Using dictionaries to check the meaning of words that they have read Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Recognising some different forms of poetry Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context Asking questions to improve their understanding of a text Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Identifying how language, structure, and presentation contribute to meaning Writing composition: Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Discussing and recording ideas Organising paragraphs around a theme In non-narrative material, using simple organisational devices (for example, headings and sub-headings) Evaluate by assessing the effectiveness of their own and others’ writing and suggesting improvements

Differentiated sequencing of events activity for p.1-12. Group A Cut out and order the 8 boxes. Draw a picture for each. Group B Cut out and order the 12 boxes. Draw a picture for each. Group C Using the prompt word in each of the 12 boxes, write a short summary for that section. No picture drawing. Answers included at the end. The required text extract (The Abominables by Eva Ibbotson) is available for free download at: https://www.lovereading4kids.co.uk/book/8716/The-Abominables-by-Eva-Ibbotson.html

Y3 / Y4 The Abominables (by Eva Ibbotson) p.6-12 whole class guided reading. Word work, and differentiated retrieval and inference questions. Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 6-12. Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well. Next, move on to the differentiated retrieval questions and finally the differentiated inference questions. The required text extract is available for free download at: https://www.lovereading4kids.co.uk/book/8716/The-Abominables-by-Eva-Ibbotson.html Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Y3 / Y4 The Abominables (by Eva Ibbotson) p.13-17 whole class guided reading. Word work, and differentiated retrieval and inference questions. Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 13-17. Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well. Next, move on to the differentiated retrieval questions and finally the differentiated inference questions. The required text extract is available for free download at: https://www.lovereading4kids.co.uk/book/8716/The-Abominables-by-Eva-Ibbotson.html Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Y3 Y4 Stone Age Boy p.1-20 Guided reading Word Work, Retrieval and Inference questions. Whole class guided reading Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 1-20. Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well. Next, move on to the differentiated retrieval questions and finally the differentiated inference questions. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Y4 / Y5 / Y6 Place value + counting up/down in steps of powers of 10

Whole class guided reading for The Boy in the Dress, by David Walliams. This resource (for Ch.02 only) includes: Retrieval questions (x15) with answers Inference questions (x8) with answers Sequence the 6 main events with answers Summary of the chapter (approx 150 words) Diary entry from Dennis’s perspective Breakdown of passive voice examples Present perfect tense examples Past perfect tense examples Modal verb examples Prepositional phrase examples Outline of Protected Characteristics links (none for this chapter) Outline of British Values links

KS2 Y3/4 Chapter 3 - The Den. The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Y3 Y4 Stone Age Boy p.21-34 Guided reading Word Work, Retrieval and Inference questions. Whole class guided reading Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 21-34. Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well. Next, move on to the differentiated retrieval questions and finally the differentiated inference questions. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 10 - Abacaxi. The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 12 - Con. The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 11 - The Monkeys and the Bees. The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 2 - The Green Dark. The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 13 - Smoke. The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 4 - The River. The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 5 - Food (Almost). The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 8 - Maiden Voyage. The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

KS2 Y3/4 Chapter 6 - Fire. The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval & inference. Series of work contains: Definition and word context study Retrieval questions Inference questions Summarising & sequencing key events Making comparisons within the text Predicting Diferentiated two ways. Includes chapter page numbers list and introduction to the story. Ties in with Rainforest topic - ideal for in school or home learning. Curriculum coverage Reading Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied using the first two or three letters of a word to check its spelling in a dictionary Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although