Year 6 Reading CatchUp Programme 4 week plan

Week 4 - 2 D focus all week to embed and master skills -

LO: To make inferences from the text using evidence to support an answer. Discuss

Find and Retrieve Text marking - focus on characters, action or settings depending on

Vocabulary Word Definition cautious unruly vault scowled parade of shops dreary loft grimaced being

I do 1. Which parts tells us about their relationship? 2. What does this

We do Look at the first paragraph. What impression do you get of Darkus’

Extension You do Look at the first paragraph. What impressions do you get of

Vocabulary Word Definition grimace stubble precaution Handkerchief aroma mildew Gesundheit erupted infectious a twist

I do 1. How might you feel about being bullied in a home away

We do 1. What do we know about the room? 2. Are there any

Extension You do Look at the paragraph beginning ‘Beyond the boxes’ to the end

Vocabulary Word Definition Dramatic Coarse Venerable Victory Rosettes Thwarts Speckled Frayed Tarnished Sullen relates

Whole Class Reading HINT! We are using these skills to help us today! •

I do 1. Use yesterday’s text marking to help identify any descriptions that show

We do 1. Use yesterday’s text marking to help identify any descriptions that show

You do There may be a few questions similar to the ones you’ve been

You do – Extension Imagine this poem was a book – your task is

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Year 6 Reading Catch-Up Programme 4 week plan for accelerated progress in reading

Week 4 - 2 D focus all week to embed and master skills - Differentiation in notes and dependent on your children in your specific setting

Week 4 Lesson 2 Morning Session

LO: To make inferences from the text using evidence to support an answer. Discuss with your partner: Explain what the word ‘relationship’ means.

Find and Retrieve Text marking - focus on characters, action or settings depending on question Highlight key information Ask questions about the text Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? ) 2 D Domain Skills/Strategie s Draw your understanding of the text – imagine what is happening using clues from the text Summarise the paragraphs Storyboard the events (pivotal points plot threads)

Vocabulary Word Definition cautious unruly vault scowled parade of shops dreary loft grimaced being careful – can be taking care to avoid danger or trouble impossible to control/ not easy to restrict/ wild a large room or chamber used for storage frown in a bad-tempered way a group of shops in the same area depressingly dull and bleak room at the top of a house – sometimes have to go through a hatch a twist of the face to show disgust, anger or pain

Whole Class Reading

I do 1. Which parts tells us about their relationship? 2. What does this evidence tell us about their relationship? 3. Put these together to create your answer Look at the first paragraph. What impression do you get of Darkus’ relationship with the children at school? (2 marks) ____________________________________________________ HINT! We are using these skills to help us today! • EASY PEASY!! • Text marking - focus on characters, action or settings depending on question Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? )

We do Look at the first paragraph. What impression do you get of Darkus’ relationship with his dad? (2 marks) ____________________________________________________ 1. Which parts tells us about their relationship? 2. What does this evidence tell us about their relationship? 3. Put these together to create your answer HINT! We are using these skills to help us today! • EASY PEASY!! • Text marking - focus on characters, action or settings depending on question Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? )

Extension You do Look at the first paragraph. What impressions do you get of Darkus’ relationship with his uncle? Give two impressions with evidence to support your answer. (3 marks) _____________________________________________ _____________________________________________ _____________________________________________ 1. Highlight the parts that tell us about their relationship? 2. What does this evidence tell us about their relationship? 3. Put these together to create your answer EASY PEASY!! How do you think Darkus feels about only having his Uncle to depend on? Explain evidence to explain your answer fully. _______________________________________________________________ _____________________________ How would you feel if you were in the same position as Darkus? _______________________________________________________________ ______________________________ HINT! We are using these skills to help us today! • • Text marking - focus on characters, action or settings depending on question Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? )

Week 4 Lesson 3 Morning Session

LO: To make inferences from the text using evidence to support an answer. Discuss with your partner: Explain what the words suggests means.

Vocabulary Word Definition grimace stubble precaution Handkerchief aroma mildew Gesundheit erupted infectious a twist of the face to show disgust, anger or pain short growth of hair – e. g. a beard that is short something done before to avoid or prevent danger/harm a piece of material that people blow their nose on a smell a fungus that grows on plants and materials – often looks like powder good health to you – something people say to someone who’s sneezed to break or burst out suddenly something that spreads easily – such as a infectious laugh

Whole Class Reading

I do 1. How might you feel about being bullied in a home away from all of your family? 2. Why might you not choose to tell your family member after its happened? 3. Now lets put it together into an answer that is clear! He didn’t want to tell his Uncle about the bully who had shaved a stripe into his hair on the first night in that unfamiliar house. Darkus chooses not the tell his Uncle, explain what this suggests about Darkus’ feelings about his time in the foster home. _____________________________________________ (2 marks) HINT! We are using these skills to help us today! • • Text marking - focus on characters, action or settings depending on question Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? )

We do 1. What do we know about the room? 2. Are there any clues in the section of text that could tell us anything about the room or his feelings? 3. Now lets put it together into an answer that is clear! ‘And this is your room. ’ Uncle Max gave Darkus an apologetic grin, before pushing the door open. ‘Ta-da!’ What does this section of text suggest about Max’s feelings about the room he is presenting Darkus with? _____________________________________________ (2 marks) HINT! We are using these skills to help us today! • • Text marking - focus on characters, action or settings depending on question Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? )

Extension You do Look at the paragraph beginning ‘Beyond the boxes’ to the end of the page. What does this section of text suggest about how Darkus is feeling about the new room his Uncle has given him? ____________________________________ __________________ (2 marks) 1. What do we know about the room? 2. Are there any clues in the section of text that could tell us anything about the room or his feelings? 3. Now lets put it together into an answer that is clear! Using the role on the wall – write a brief character description about either Darkus or Uncle Max. Ø Think about what we have learnt from the text to support you with your description Ø Is there evidence to back up why you have written _____ about them? HINT! We are using these skills to help us today! • • Text marking - focus on characters, action or settings depending on question Put yourself in the characters shoes (How do they feel? What are they thinking? How would you feel? )

Week 4 Lesson 4 Morning Session

LO: To make inferences from the text using evidence to support an answer. Discuss with your partner: What is figurative language?

Vocabulary Word Definition Dramatic Coarse Venerable Victory Rosettes Thwarts Speckled Frayed Tarnished Sullen relates to the colour – vivid colour lacking delicacy of texture impressive or interesting because of age, antique appearance a success formation of something more or less resembling a rose a seat across a boat a small speck, spot, or mark on skin worn or unravelled discoloured or dull depressed/sulky

Whole Class Reading HINT! We are using these skills to help us today! • • • Text marking - focus on characters, action or settings depending on question Ask questions about the text Storyboard the events (pivotal points plot threads)

Plot thread of the action from the poem

Week 4 Lesson 5 Morning Session

LO: To make inferences from the text using evidence to support an answer. Discuss with your partner: When asked to find evidence, what are you being asked to do?

I do 1. Use yesterday’s text marking to help identify any descriptions that show this – Highlight them! 2. Copy them word for word to ensure you don’t miss any key words that are vital for the answer! Be careful not to just use a synonym for second impression! What evidence is there of the fish being unwell? Give two points. 1. ______________________ 2. _______________________ (1 mark) HINT! Make sure you are looking at the plot thread that you created yesterday! Ø Text marking - focus on characters, action or settings depending on question Ø Ask questions about the text Ø Storyboard the events (pivotal points plot threads)

We do 1. Use yesterday’s text marking to help identify any descriptions that show this – Highlight them! 2. Copy them word for word to ensure you don’t miss any key words that are vital for the answer! Be careful not to just use a synonym for second impression! What evidence is there of the fish being old? Give two points. 1. ______________________ 2. _______________________ (1 mark) HINT! Make sure you are looking at the plot thread that you created yesterday! Ø Text marking - focus on characters, action or settings depending on question Ø Ask questions about the text Ø Storyboard the events (pivotal points plot threads)

You do There may be a few questions similar to the ones you’ve been working on all week today! Time to mix it up a little bit and see what we’ve learnt! Time to show me what you’re made of! What evidence is there of damage to the water? Give two points. (1 mark) Be careful not to just use a synonym for second impression! What impressions do you get about the conditions the fish has been caught in? Give two impressions, using evidence from the text to support your answer. (3 marks) 1. ______________________ Impression Evidence 2. _______________________ …with my hook fast in a corner of his mouth. He didn’t fight. He hadn’t fought at all. He hung a grunting weight, battered and venerable and homely. What does this section of text suggest about how the fish is feeling about being caught? ________________________________________ __________________ (2 marks) • • • HINT! We are using these skills to help us today! Text marking - focus on characters, action or settings depending on question Ask questions about the text Storyboard the events (pivotal points plot threads)

You do – Extension Imagine this poem was a book – your task is to design a front and back cover for the book which gives the reader an insight into what the poem is about. The back MUST include a blurb and you must illustrate both covers. You want to make hints to the reader without giving the story of the poem away!