Whole book reading unit with reading questions, a plan and a knowledge organiser. Each day’s question activity begins with a pre-reading discussion to draw attention back to prior reading or key elements from this chapter. After this, there is a fluency activity, where choral/echo reading can be carried out. Following this, the day’s allocated pages are read and then questions discussed. Pupils then answer the questions allocated. The post-reading discussion then completes the session.

A full reading unit for years 3/4 which includes daily questions focused around the key skills of retrieval, inference, authorial intent and vocabulary. Teaching plan for the sessions includes reading the designated pages before answering the 4 fastest finger first questions which focus on speedy retrieval. In this, pupils must put their finger in the correct answer rather than answering from memory to support use of text in finding answers. Following this, discuss the questions and the answers before providing pupils a set amount of time to answer the questions. The additional questions on each day focus on the additional skills of summary and prediction and are not a must, more of an extension for those pupils working at speed.

A full reading unit for years 5 and 6 which includes daily questions focused around the key skills of retrieval, inference, authorial intent and vocabulary. Teaching plan for the sessions includes reading the designated pages before answering the 4 fastest finger first questions which focus on speedy retrieval. In this, pupils must put their finger in the correct answer rather than answering from memory to support use of text in finding answers. Following this, discuss the questions and the answers before providing pupils a set amount of time to answer the questions. The additional questions on each day focus on the additional skills of summary and prediction and are not a must, more of an extension for those pupils working at speed.

Whole book reading unit for years 3 and 4 with reading questions, a plan and a knowledge organiser. Each day’s question activity begins with a fluency activity, where choral/echo reading can be carried out. Following this, the day’s allocated pages are read and then questions discussed. Pupils then answer the questions allocated. At the end of the session, discuss any key points from the book and in anticipation of the following session.

Whole unit planning for years 3 and 4. Included are the daily reading activity which includes daily reading fluency task, where choral/echo reading is practised. After this, the daily allocated pages are read by the teacher, with pupils following the text. Once read, discuss the questions and then give time for pupils to answer. When finished, discuss any key points worth drawing attention to for tomorrow’s reading. Alongside this, are key pieces of vocabulary for each of the sessions are enlarged through dual coding to add an extra layer to the lessons.

Full Book Study in Malamander by Thomas Taylor Year 5/6 Focus Attached is the planning identifying number of pages to be read daily alongside assessment focus for each session. Activities focus on a different skill each session and are tailored to match the content and question style if the KS2 SATS. Each day, 2 levels of questions are provided labelled EXS/GDS to enable pupils to differentiate between the differing complexities of the questions (all children should do both but less able pupils may find the GDS ones a stretch). Sessions allow pupils the opportunity to discuss, continue to develop their reading and reading responses while also addressing the need for teaching test technique. 23 sessions of activities attached plus ‘rest days’ with a focus on book talk/discussion. Activities are labelled for week/session to enable easy finding/access. Great for Year 6 revision.