Focused Activity Plan KS1/2

Name & Class:

Year 5 uided !eadin"
Su#$ect %ocus/Cross Curricular &in's
Features o% a (lay scri(t) %eatures o% a story and com(are*
+nderstandin" t,e scri(t lan"ua"e ie: voca#ulary) names and (lot
-ate
!esources re.uired:
Scri(t o% /roy Story) /ro$an 0ar story) dictionary)
t,esaurus) 1liad o% 2omer e3tract*
Sa%e"uardin" a4areness:
&earnin"
5#$ective6s7
/eac,in" & &earnin" activities)
includin" introductions) main
in(uts and o4n mana"ement*
Key
8uestions/9oca#u
lary
-i:erentiation
I can
understand the
play by asking
questions and
explaining it to
other people in my
group.
;as' .uestions to
im(rove my
understandin" o% t,e
(lay*
provide reasoned
answers for my
opinions.
;read and discuss a
4ide ran"e o% <ction)
(oetry) (lays) non=
<ction and re%erence
#oo's or te3t#oo's
draw inferences
and justify these
with evidence
from the text
;(redict 4,at mi",t
,a((en %rom details
stated and im(lied
summarise the
main ideas drawn
from more than
one paragraph,
identify key
details that
support the main
!>CAP: As' c,ildren 4,at t,ey can
remem#er a#out t,e ,a((enin"s o% t,e
/ro$an 4ar*
1ntroduce t,e (lay
Com(are t,e %eatures o% t,e story 4it,
t,e %eatures o% t,e scri(t 81*
Kee( on readin"*
Attain ans4ers t,rou", elicitation) as'
.uestions a#out t,e te3t 6827 -iscuss
4it, tal'in" (artner) and "at,er
ans4ers %rom eac, tal'in" (air*
At t,e end o% eac, (a"e discuss 4ords
t,ey do not understand*
+se t,e dictionary to <nd t,e meanin"
o% un'no4n 4ords and a t,esaurus to
<nd alternate 4ords to develo(
understandin" o% ne4 4ords*
Kee( readin" t,e scri(t*
-iscuss t,e r,yt,m o% t,e dialo"ue*
0,y does it r,yme?
(cript originated from Iliad of
!omer (poem" and then adapted
into a child#friendly play script"
$xtension: S,o4 "rou( t,e e3tract
81* 0,at can 4e
instantly see t,at
ma'es t,is te3t
di:erent %rom a
story?
6No s(eec, mar's)
settin" t,e scene)
c,orus narration
sta"e directions and
dialo"ue7
82: /,rou", 4,ose
eyes is t,e story told?
0,ere does t,e
story ta'e (lace?
0,at do you t,in' is
,a((enin" ,ere?
2o4 does t,e layout
,el( us to read t,e
(lay? >*"*
(ara"ra(,s) su#=
,eadin"s) %ont*
0,at do you t,in'
t,ese 4ords mean
and 4,y do you t,in'
t,e 4riter c,ose
t,em?
0,y did @eus
summon Paris?
0,at is your o(inion
o% ;? 0,at evidence
AA 6#elo4 avera"e7
Acce(t #asic recount o% t,e 4ar* Slo4ly %eed t,e "rou( (oints a#out t,e 4ar and allo4
t,em to sca:old eac, ot,er as a 4,ole "rou(*
BS(ot t,e -i:erenceC "ame 4it, #ot, te3ts* Alo4 t,em u( lar"er and stic' side #y side t,en
as' t,e c,ildren to circle eac, di:erence #et4een t,e te3ts*
Start to read t,e scri(t #y assi"nin" c,aracters to eac, c,ild in t,e "rou(* /eac,er to
narrate*
As' .uestions 6827 to eac, (air* >ac, (air %eeds #ac' t,eir ans4ers to t,e rest o% t,e "rou(*
0ords t,e "rou( donCt understand s,ould #e 4ritten lar"er) (,onetically decoded t,en
#lended* >ncoura"e (aired use o% a dictionary to loo'u( t,e meanin" o% ne4 4ords* /,e
"rou( mi",t notice t,e r,yt,m and r,ymin" 4ords in eac, line) cla( t,e r,yt,m as a "rou(
i% t,ey do not understand*
A 6avera"e7
Dore accurate recount o% t,e 4ar s,ould #e "iven) use o% names and #attles strate"ies
s,ould #e encoura"ed*
0it, tal'in" (artners c,ildren s,ould come u( 4it, at least 5 di:erences and similarities
#et4een #ot, te3ts* -iscuss t,ese %eatures as a "rou(*
Start readin" t,e scri(t usin" c,aracters and #e"in to ans4er .uestions re"ardin" t,e te3t*
>ac, (air s,ould ,ave an ans4er to eac, .uestion* >ncoura"e use o% voice indicated #y t,e
sta"e directions and dialo"ue* S,ould #e a#le to use a dictionary individually* S,ould #e
a#le to see r,ymin" cou(lets in every ot,er line* Possi#ly "et onto e3tension) s,ould 4or'
as a 4,ole "rou( %or it to sca:old understandin"*
AA 6a#ove avera"e7
S,ould com(etently #e a#le to accurately recount t,e main (oints o% t,e 4ar usin" names)
(laces and e3tra details*
0ill #e a#le to ans4er t,e .uestions s4i%tly and com(etently) i% e3tra "uide is needed as'
(u(ils to (eer teac, rat,er t,an ,ave teac,er to e3(lain* /,is 4ill im(rove everyoneCs
understand*
All c,ildren s,ould immediately loo' u( t,e un%amiliar 4ords in a dictionary ,o4ever) s,ould
#e encoura"ed to 4or' out t,e meanin" o% t,e 4ord 4it,out usin" a dictionary #ut #y
in%errin" meanin" %rom t,e te3t*
ideas
;use a dictionary to
c,ec' t,e s(ellin"
and meanin" o%
4ords
use the %rst
three or four
letters of a word
to %nd it in a
dictionary
;use a t,esaurus*
ask for help with
an unfamiliar word
o% /,e 1liad o% 2omer and discuss
t,e lan"ua"e) 4ordin" and 4,at it
means*
do you ,ave to
su((ort your vie4?
0,y does every ot,er
line r,yme in t,e
scri(t and not t,e
story?
6!,ymin" cou(lets7
Kee( on readin" t,e scri(t usin" t,e r,yt,m) sylla#les in 4ords and r,ymin" cou(lets*
S,o4 t,e e3tract o% 2omer to t,e c,ildren and let t,em discuss its %eatures) dialo"ue and
meanin" as (artners <rst t,en %eed#ac' and sca:old as a "rou(*