Guided Reading Group1
Reading of a short storyKakaret by Jane Grell.
Children discuss withpartner about what type of story this is what does it remind themof? Have they read similar stories?
- What features tell youthat this is a traditional story, e.g. Once there was;stock characters (poor widow, some lazy and vain children, one goodchild)
- Draw out information thathas been given, e.g. about setting and main characters.
Provide children with acopy of the Bones of the story Pandoras box and Bones of thestory Garden of Eden. Explain that these are two creation storiesthat have been chopped up into sections. Ask children in pairs tosequence each of the stories in the order that they think makessense so that they have a clear chronology of events in the twostories.
Gather the childrentogether and discuss what the stories sequence of events were.Discuss the childrens ideas of what a myth is. Ask the children toidentify whether any of the characteristics are in the stories theysequenced.
Clarify with childrendifferent definitions of myths, legends and fables:
1 A traditional story basedon real events but changed over time.
2 A traditional story withheroes and gods that explain how things occurred.
Children can recognise thefeatures of a myth
Children can compare andcontrast two different stories.
Guided Reading Group2
Using lap tops childrencontinue to type up Police reports from last week.
Children type upreports,
Ask individual children toread their reports
Children can identify thefeatures of the text type (Reports)
Read Pandoras BoxExtract 1 Discuss the authors use of language to describe thedifferent characters, setting and narrator voice. Focusparticularly on the how the writer shows Pandoras curiosity aboutthe box.
Through shared reading,identify the different techniques the author has to show thecharacters of Epimetheus and Pandora. Discuss the effects of thechoice of vocabulary on the reader. Explore how the text wouldsound with different adjectives or phrases that are less powerful.Ask the children to discuss the images the words create in theirheads as they are reading them.
Provide children withcopies of the extract. Ask them to underline all the words orphrases that describe the box; find three phrases that show whatEpimetheus is feeling; find five examples that show that Pandora iscurious about the box.
Support: Ask them to findexamples of three things Pandora says.
Return to the text anddiscuss with the whole class the details the author uses to showhow the box tempts her. Record or highlight these on thetext.
Children are able toexplore how the writer uses language for dramatic effect.
Test on spellings. Give outnew spellings.
Group 1: help, unhelpful,
excite, excitement, believe,
Group 2: excite, unexcitable, believe,
unbelievable, respect, disrespectful
Which strategy, Rule orTool
(See lesson Plan, Barkingand Dagenham.Term 1: Week2 lesson 4)
Ask individual children to comment on their work andexplain what strategies, rules or tools they thought would be mostuseful to spell the words on the sheet. For example,
I thought that in order to spell the word information itwould be best to break it
into syllables.. I thought that to spell sunshine itwould be best to think of it
as a compound word sun and shine. . We thought thatknowing the rules
about adding s to words that end in y would help tospell babies. We couldnt
agree on which strategy to use for because. You couldbreak it into syllables but
a good tool to use would be a mnemonic like big elephantscan always
understand small elephants. We thought the best way toknow how to spell
days was just by remembering it rather than by thinkingof the rule about adding
s to words that end in y.
Prompt and support theclass to ask them questions