Embedded Files
Module 5
Module 5
Range of fiction and non-fiction
This module, we have been practising a wide range of skills and reading techniques. Using both fiction and non-fiction texts has helped us understand the different language use, audience and purpose of an author's writing. We can infer, evaluate and give answers using evidence when we have read different narratives.
NC
Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.
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
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
Identifying how language, structure and presentation contribute to meaning
Provide reasoned justifications for their views.
Module 4
Module 4
The Boy in the Tower
In module 4, we have been reading 'The Boy in the Tower,' which encouraged us to think more deeply about crisis situations and problems - it reminded us of Covid lockdown. Considering the main character's motives as well as how he related to others, enabled us to relate to the character and predict what he may have needed to do next to survive. This book certainly gave us all an idea of a larger problem, or predicament, that the characters' faced along with the day-to-day survival challenges.
Module 3
Module 3
Letters from the Lighthouse
From reading 'Letters from the Lighthouse', we were able to improve our inference and retrieval skills. We can skim and scan a text, to find key information as well as summarise a chapter or even just a page by focusing on just the main points. We also delved into character's reactions and emotions to improve our understanding of how characters are brought to life by the author and connect to the reader effectively.
Module 2
Module 2
Where the River Runs Gold
Where the River Runs Gold
Where the River Runs Gold
This module we have read 'Where the River Runs Gold', a story based on one child's experience of the world after an apocalyptic storm. Our main character, Shifa, is an orphan who must navigate the hardships of the Pollination Farm whilst taking care of her brother - who has a unique view of the world. We have explored the different characters' viewpoints and summarised parts of the story.
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Characterisation and mood
Characterisation and mood
Identifying how the author has created empathy
Identifying how the author has created empathy
Module 1
Module 1
Freedom 1783
In Module 1, we have read the book Freedom 1783 by Catherine Johnson (also our book for English) about a young boy called Nat, who is enslaved in Jamaica but travels to London hoping to find freedom.
To explain the character actions we discussed the story first and built on our own ideas as well as challenging others respectfully. Ensuring we gave reasons for our views, with evidence, it was important to provide a clear, justified opinion.
By reading the paragraph, or page, first we were able to get a good understanding of what was happening, then looking more closely at how a character is acting or speaking gives us clues to how they may feel or what they could be thinking.
To summarise more effectively, we read the page first, then identified the key information by skimming and scanning. After discussion, we determined what was essential and then wrote a summary in 25 words. By having a word limit made us think about which information was the most important to include.
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