Lower Reading: Pupils are able to speculate Use can’ statements for ‘Match Day!’ ‘I Day’ as to the next series of KS2 or upper KS2 as KS2 Develop positive events by making reference appropriate to facilitate peer attitudes to reading and Reading, Refer pupils back to Jamie’s wish list on to the text. and self-assessment. understanding of what page 7. By page 49 Jamie has now Writing they read; achieved two items on this wish list and and Pupils complete or work Discuss words and feels that different might be ‘something Spoken towards the appropriate end phrases that capture the afoot’ and that it could be a day’. ‘special Language of lower KS2 objectives (or reader’s interest and upper KS2 for most able). imagination. Dan ends this chapter with a question that Participate in discussion might be asking himself and the reader Utilise framework grids for both books that are might be wondering, And ‘…why? …how?’ success criteria and to track read to them and those Pupils could now try and answer that progress. they can read for question by writing the next short section of themselves, taking turns the book, following the introduction of Dillon Differentiate through: and listening to what Simmonds. This piece of writing could be a Pairs and groupings; others say. story map, a story board, oral narrative, a Choice of method Draw inferences such as narrative or script as desired. to complete the task e.g. inferring characters' story map, story board, oral feelings, thoughts and narrative, a written narrative motives from their or script. actions, and justifying inferences with Ex evidence. to _ Writing: • Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a range of
‘Match Day’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a range of Pupils are able to speculate as to the next series of events by making reference to the text. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairs and groupings; Choice of method to complete the task e.g. story map, story board, oral narrative, a written narrative or script. Ex to • _ Day!’ Refer pupils back to Jamie’s wish list on page 7. By page 49 Jamie has now achieved two items on this wish list and feels that ‘something different might be afoot’ and that it could be a ‘special day’. Dan ends this chapter with a question that might be asking himself and the reader might be wondering, ‘…why? And …how?’ Pupils could now try and answer that question by writing the next short section of the book, following the introduction of Dillon Simmonds. This piece of writing could be a story map, a story board, oral narrative, a narrative or script as desired. Use ‘I can’ statements for KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
Born-to-play.docx