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Identifying the reading powers through book partnerships. Chn choose an appropriately levelled book to share. Must read at same pace and record and discuss power of the day. I would do this first before attempting book clubs.

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Popular books to use - organised into years (Grade 1 = Year 2, Grade 2 = Year 3 etc)

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Popular books to use - organised into years (Grade 1 = Year 2, Grade 2 = Year 3 etc)

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Look at 'Intermediate'

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Look at 'Intermediate'

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Questioning - Infer - Make Connections - Identifying Main Ideas

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Once you have found a quality text, the best way to immerse your class is by making them think!

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If you stop half way through (at a pivotal moment) try a              'I Predict' collection too!

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If you stop half way through (at a pivotal moment) try a              'I Predict' collection too!

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Picture books are great for looking for hidden clues. Anthony Browne uses images that are perfect for making inferences.
Encourage chn to find the clues to support their thinking

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Play music and allow the chn to draw shapes with their eyes shut and then add colour - discuss emotions and visuals created by listening to the music.

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Not for love...for clues!
Give pairs/groups different pictures. Let them be the expert of their picture and then set up a speed dating activity where they share their findings.

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Questioning, Predictions, Identify themes, Compare texts

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Questioning, Predictions, Identify themes, Compare texts

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Visualsing - identifying words that capture the imagination

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Visualsing - identifying words that capture the imagination

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Encourage discussions around characters' personalities and actions - how do we connect and relate to them?
e.g. 'I play fight with my brother too!'

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https://www.youtube.com/watch?v=-7OMD5I-cNU

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http://research.kingston.ac.uk/booksalive/flash/book.html

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Milo and the Magical Stones - Marcus Pfiser

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Milo and the Magical Stones - Marcus Pfiser

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https://www.youtube.com/watch?v=PyXqd4CT900

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https://www.youtube.com/watch?v=XraIfCpau20

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Map out the different stages of the story. How does the character start, begin to change and end

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How do our opinions of the character change?

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How do our opinions of the character change?

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Connecting to main ideas/ morals/ lessons 

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Connecting to main ideas/ morals/ lessons 

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Look for messages and lessons in the stories - how can we connect them to our lives/ experiences?
Create a connections web

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Connecting to other characters in the book

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Connecting to other characters in the book

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You can add other characters and themes from other books to the Connections Web. E.g. Look after the environment connects to both The Kapok Tree and Milo and the Magical Stones

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Present different descriptive extracts and allow chn to draw what they visualise

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Present different descriptive extracts and allow chn to draw what they visualise

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Label these pictures with the words that helped them 'see' it 

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Label these pictures with the words that helped them 'see' it 

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Now most of the powers have been taught, the chn can independently use and discuss the powers during book clubs. They each had their own book and, using sticky notes, they found examples of the Power that particular lesson focused on and then shared wth their group.

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Padlet.com
A fantastic resource for chn to store and share their work.
Works brilliantly for non-fiction fact retrieval and links to Writing well.
Each Year Group has a site set up.
Username: 3cheddargrove
Password: cheddargrove

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Questioning - Connections - Inferences - Transforming

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Try before you buy! You tube search and consider appropriateness to level

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Try before you buy! You tube search and consider appropriateness to level

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Looking for the themes and main ideas of a story

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Looking for the themes and main ideas of a story

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Some excellent opportunities for questioning and predicting...and could link with your dragon topic nicely!

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Just pictures - amazing for Inferring!

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Questioning, Connecting (Main ideas) , Inferring, Transforming

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The Invisible Boy, Written by Trudy Ludwig Illustrated by Patrice Barton

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Once we learnt the chosen powers, the children were shown a new story where they could apply their new skills to comprehension questions.

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General level, see below for BA

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I have created these fact pages and assessments so that they are pitched perfectly and link to a current topic so the children feel engaged already.

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Start, Pivotal Moment, End

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Connecting transformations to other stories

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Connecting transformations to other stories

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Extend thinking by asking how they changed and did anyone/ anything cause them to change (pivotal moment links)

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WB - week beginning
Great visual for the non-home-reader kids

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Booklet

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Double sided sheet

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Silent animations are PERFECT for practising inferring skills!

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In a timeless Parisien street there is a little shoemaker called Mr Botte. He makes and sells a special kind of shoes and business is good. However, the little shoemaker's life is about to change... a new shoe seller is in town and he will do anything to gain business. Mr Botte's business starts to fail. How will he cope? Maybe he will get some help from unexpected quarters.

Teaching activities:

​Describe the shoemake and his shop.

Retell the story in a fairytale style

Use show don't tell to describe the shoes coming alive but leave your reader wondering what is happening.

Describe the rival shoe maker using specific language to make him sound sly and cunning.

Create some dialogue between the two shoe makers.

Write some dialogue between the shoemaker and his shoes.

Create a new plan to get rid of the shoemaker.

Create persuasive arguments for the little shoe maker's shoes.

Explanations or instructions about how to make magic shoes.

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In a timeless Parisien street there is a little shoemaker called Mr Botte. He makes and sells a special kind of shoes and business is good. However, the little shoemaker's life is about to...