This module, we have been reading Cosmic by Frank Cottrell-Boyce and have been using this as our class text in writing too. We have explored the characters and setting, as well as understanding  the vocabulary, and have ficused on using our inference skills to really understand the meaning behind the language used by the author.

  Pupils should be taught to:

• maintain positive attitudes to reading and understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

  • identifying and discussing themes and conventions in and across a wide range of writing

• understand what they read by:

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

  • asking questions to improve their understanding

  • 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

  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

• provide reasoned justifications for their views.

During module 4, we have been studying 'The Night Diary' by Veera Hiranandani.  We have been using our comprehension skills to recall what we have read but had a big focus on using our inference skills. Using our understanding from our learning in RE, we were able to make links between we we know and what we have read to infer what the suthor's intended meaning is during the text. We made some great predictions at the beginning of the module and really enjoyed revisiting these at the end to compare what we predicted with what we had discovered.

Pupils should be taught to:

• maintain positive attitudes to reading and understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

  • identifying and discussing themes and conventions in and across a wide range of writing

• understand what they read by:

  • asking questions to improve their understanding

  • 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

• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

This module we have been reading 'The Hunger Games' as our class reading text.  We have been using our inference and comprehension skills to recall and understand what we have read but have been focusing on language and vocabulary in depth. We have been exposed to some extremely ambitious vocabulary which we have been able to use within our writing too to enhance what we have written and further engage the reader.

Pupils should be taught to:

• maintain positive attitudes to reading and understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

• understand what they read by:

  • asking questions to improve their understanding

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

  • 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

• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader