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This book has been used to get the children to introduce the topic of the week 'Families'. The part I enjoyed most about using this book was creating a 'hook' to engage the pupils into the story. For example, finding a feather on the playground and asking them "where do you think it came from?" created a whole class discussion before moving on. We used feely bags with soft toy owls to represent characters which really engaged the children before the story was read, as it encouraged them to gain an interest to find out more. When reading the story you can get a lot of interaction from the children such as repeating  "I want my mummy" and using talk to predict what they think will happen next. The use of the soft toys allowed the story to be a visual for them to understand, this was seen through play when children could "choose" there was a lot of role play of the story with masks and the soft toys which clarified comprehension. Lastly, the story allowed lots of openings throughout the week such as looking at our families, making owl babies, family trees and discussing feelings/emotions.

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I shared this with my class and they were immediately intrigued by the front cover. We used this to discuss what we thought the book was about: was it a true story? why were the girls wearing yellow stars?
Before reading each page we discussed the illustrations in terms of what we could see, what it might mean and if we could see differences in the images. This promoted more conversation and empathetic discussion.
Year 6 are currently using WW2 as our stimulus in English and are studying it in History. The book enhanced the pupils History knowledge and gave us an important opportunity to explore the Holocaust.
We are returning to the book next week.

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We have been looking at Roald Dahl books in class (specifically George's Marvellous Medicine) and the children created their own watercolour pictures in the style of Quentin Blake last week. Therefore, they were very excited to read a story by him! We read it together as a class and explored word definitions, predictions and what items she collected to enhance their comprehension skills.

We have also been learning about expanded noun phrases and fronted adverbials. After reading the book, the children completed an activity where they drew a picture of Mrs Armitage on the wave and then wrote sentences describing what items she had collected using these literary techniques (differentiated accordingly). They really enjoyed reading this book and was a great link to their other learning.

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I shared this picture book with my class. The book is full if colourful illustrations and gave us a starting point to our discussion about our first week at school and how we were feeling. At first some of the children found it difficult to talk about the story because I had not read any words however, one child began the discussion by talking about the characters feelings. This comment encouraged other children to make observations about the pictures and to explain in their voice what they thought was happening and how the child was feeling. As the conversation developed the children began to talk about their feelings and what they had done at school this week. In terms of teaching using a book without words encouraged the children to think for themselves about feelings, and gave them an opportunity to create their own story using their voice.

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I read this book to my Year 4 class and they enjoyed it for a variety of reasons. The book is full of interesting illustrations, which the children commented on. They commented on the colour of the pictures, which are in night vision to show how the owls might see the world. They joined in with discussing reasons why the Mother Owl had gone missing and whether they thought she would return. It would also be a good story for younger children in relieving stress about temporary separation from parents, so I would recommend it to younger children too. However, with my Year 4 class it was enjoyed through using their imaginations.

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This book was read during a daily story time session with a foundation class. In terms of teaching and learning, this book works well for a foundation class as the simple story line written in verse meant that the class were able to join in with the story, guessing which animal would come next and towards the end of the story recognising and joining in with some of the repetitive phrases. The children were also able to share some of their stories that were related to the book in front of the class which helped to build confidence.

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This book was read as part of our exceeding Reading syllabus. Before reading the book the children were encouraged to join in with any repetitive phrases to help boost their interaction and help with engagement. After reading the book , we looked at the themes: kindness, friendship, teamwork and responsibility and linked this to our golden rules. The children were then able to describe the witch, using phonics and sounds that they know to help write the words they had come up with.

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This is a story about a science-minded boy who goes to the beach to collect and examine flotsam. He finds an old camera washed up on shore and prints the images. The pictures show a whole new world underwater with strange and mythical creatures.
We looked at this book using the visual aid so that the pictures were on the board.
The children understood what flotsam meant and were able to give examples. We even managed to talk about the Titanic.
They were able to explain what was happening in the images and predict what might happen on the next page. They were also able to explore different eras in history by studying the outfits of the people in the pictures.
The children were really excited by this book and it created a fun class discussion with children jumping out of their seats to describe all the things they could see. I would definitely use this again in the future.

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This book explores the roles of nature and community in building belonging and well-being. It asks 'what can we do to change our environment for the better?'.

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We are wearing out the naughty step (Yr 6)

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We are wearing out the naughty step (Yr 6)

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Although this book by Mick Inkpen may be designed for EYFS or Year 1 children, it was equally enjoyed by Year 6 children. In terms of teaching and learning, it allowed us to explore 'voice' and 'perspective'. We discussed whose perspective it was written from and therefore what various words meant in a 4-year old's head. This (along with other texts, e.g. The Day the Crayons Quit or The Wolf's Story led to the children writing a series of letters from different people's perspectives, practising changing 'voice'.

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This book explores emotion and matches a colour to a feeling. Supports the children to recognise different feelings and to grow in their understanding of emotional well being.

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This book allowed us to to talk about our feelings and all the different emotions the fish felt throughout the story. Children were able to understand why the fish was feeling lonely, and to think about times when they might of felt lonely and how this made them feel.
We explored how it is important for us to have friends. That we need to learn to share and sometimes if can be difficult causing us to be selfish towards our friends. We spoke about times when we didn't want to share and together we came up with some ideas which we could use to help us share.

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Allowed us to talk about emotions, shy, happy, sad etc.
Delved deeper into actions and consequences, such as keeping the stars for oneself and how the crocodile, bear and trees ended up. Exploring feeling silly after doing something and then putting things right.
Explored the meaning of certain words such as: shy, reflection, and trick of the light