KS2 Reading: Pupils will be able to Up’ Part 1 Use can’ statements for ‘Warm ‘Warm ‘I complete a research-based lower KS2 or upper KS2 as Reading, Up’ Develop positive task and compile relevant On 19-20, Dan provides descriptions of appropriate to facilitate peer attitudes to reading and Part 1 Writing information for their the Hawkstone players as they complete and self-assessment. understanding of what and audience. their warm up before the match including they read; Spoken Jamie’s favourite, Harry Armstrong. Discuss words and Language Pupils complete or work phrases that capture the towards the appropriate end Pupils could discuss the differences reader’s interest and of KS2 objectives (or between the description of Leon Tibbs, the imagination. upper KS2 for most able). goalkeeper and the captain, Harry Participate in discussion Armstrong. How does Dan want the reader both books that are Utilise framework grids for to feel about these two characters? Can read to them and those success criteria and to track pupils give predictions based on these they can read for progress. descriptions as to what might happen next? themselves, taking turns and listening to what Differentiate through: Pupils could complete their own research to others say. Pairings, groupings; create a fact file on their favourite football Draw inferences such as Own choice of task; players or sports stars or other celebrities. inferring characters' Strategies to complete the This could also be compiled into a small feelings, thoughts and task (could be a spoken group presentation on their Team’, motives from their ‘Dream activity if desired); in which pupils persuade the rest of the actions, and justifying Provision of class that theirs is the best football team or inferences with WOW word banks; group etc. as appropriate, evidence. Visual / Audio stimuli (e.g. comedy clips); A point to consider with pupils: Writing: Writing frames as desired. asked Mike not to come to watch him Discussing and play in his forthcoming match (page 21) recording their ideas in was why Jamie respected Mike so ‘That different ways much: he always understood.’ (composition) Why do pupils think that Jamie did not want Composing and Mike to watch? What is it that Mike rehearsing sentences understood? orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a range of
‘Warm Up’ Part 1 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 will be able to complete a research-based task and compile relevant information for their audience. Pupils complete or work towards the appropriate end of KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairings, groupings; Own choice of task; Strategies to complete the task (could be a spoken activity if desired); Provision of WOW word banks; Visual / Audio stimuli (e.g. comedy clips); Writing frames as desired. ‘Warm Up’ Part 1 On 19-20, Dan provides descriptions of the Hawkstone players as they complete their warm up before the match including Jamie’s favourite, Harry Armstrong. Pupils could discuss the differences between the description of Leon Tibbs, the goalkeeper and the captain, Harry Armstrong. How does Dan want the reader to feel about these two characters? Can pupils give predictions based on these descriptions as to what might happen next? Pupils could complete their own research to create a fact file on their favourite football players or sports stars or other celebrities. This could also be compiled into a small group presentation on their ‘Dream Team’, in which pupils persuade the rest of the class that theirs is the best football team or group etc. as appropriate, A point to consider with pupils: asked Mike not to come to watch him play in his forthcoming match (page 21) ‘That was why Jamie respected Mike so much: he always understood.’ Why do pupils think that Jamie did not want Mike to watch? What is it that Mike understood? Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
Born-to-play.docx