contact-us twitter arrow-right arrow-down search facebook map email close arrow-left arrow-up translate school-logo-watermark

Main Header

School Logo

Forres Primary

Interactive Bar

  • Facebook
  • Contact Us

Guided Reading

Week Beginning 16th May 2022

 

This week we will be reading a variety of texts. Throughout the week the children will be focusing on the skills of inference and retrieval.  We will be confidently skimming and scanning texts to retrieve information. 

 

 

 

Week Beginning 9th May 2022

 

This week in Guided Reading we will be confidently skimming and scanning texts to retrieve information. 

We will also be reading around the word and exploring its meaning in the broader context of the text. 

 

Week beginning 2nd May 2022

This week in Guided Reading we will be retrieving, recording and presenting information from non fiction texts. We will also be summarising drawing our information from a board section of the text. 

 

 

Summer Term

 

Week Beginning 25th April

This week we will be reading a variety of texts. Throughout the week the children will be focusing on the skills of inference and retrieval. They will be expected to to give one or two pieces of evidence to support a point or view, as well as being able to make inferences about character's actions, feelings and events. Children are expected to read across large sections of the text, taking into account reasons for authorial choices. 

 

 

 

 

Retrieval - To use evidence from across larger sections of text.

 

We will look at the text about Apollo 13 and answer the following questions.

 

Find the part in the text which tells us which previous mission Jim Lovell had been on in this text

Can you skim/scan quickly to find what role Jim Lovell had on the mission?

When is the voyage taking place? Find the evidence in the text.

Find in this text where it tells us why’ people are getting bored with seeing people on the moon’.

Can you skim/scan quickly to find what mission the text is about? Find the evidence.

Find in this text where it tells us which attempt this mission is to send people to the Lunar surface.

When is there a problem on the mission?

Find the part in the text which tells us what the problem on the mission was. Highlight the evidence.

Can you skim/scan quickly to find what order Mission Control gave?

Find the part in the text which tells us how the Lunar Module was used by the crew.

Find the part in the text which tells you what the crew did

Can you skim/scan quickly to find why the crew continued to Earth?

 

Find the part in the text which tells you what Technical problems the crew encountered.

Can you skim/scan quickly to find how the problems were solved?

Can you skim/scan quickly to find what the crew did with the service module?

Find the part in the text that tells you what the crew could see.

Find the part in the text that tells you where the crew moved to after dumping the Lunar Module.

Where were the rest of the team who succeeded in bringing the astronauts home?

Find the part in the text that tells you who the crew met with once they had returned?

Can you skim/scan quickly to find what the crew received?

 

Having established the answers from the text we will write a letter.

 

Character letter writing

Write a letter in the voice of one crew member to another. This doesn’t just have to be two members from the same mission maybe Jim Lovell is writing to Neil Armstrong from a previous trip to Space to tell him about the mission and how it went wrong.

 

Include information about

  • When the problem arises
  • What their order was
  • How the service module was used
  • What the crew could see

 

Inference – To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

 

What do you think the author wrote ‘you don’t always have to succeed to be successful mean’?

Can you explain why the crew were awarded the Presidential medal of freedom?

What do you think ‘Around the world people watched and held their breath’ means?  Why did the author choose them?

I think the crew must have been excited when they could see that the entire side of the panel had been blown off. Do you agree? Why? Why not?

What impression do you get from these paragraphs?

Feedback and discuss their responses to the text and questions, justifying their answers using the text and reading the phrases they refer to out.

 

With this information we will add to our letter from yesterday.

 

Character letter writing

Using yesterday’s letter, rewrite the letter this time adding some extra detail about how they felt during the mission and how they understood the nation watched on in shock.

Include

  • How the crew felt
  • How the nation felt watching the event unfold
  • The phrase ‘you don’t always have to succeed to be successful’ and why you as the writer of the letter believe this to be true

 

Vocabulary - To explore the meaning of words in context, confidently using a dictionary

 

We will read this poem.

 

Thoughts of my family

Ripping my heart in two

Knowing I won't see them again,

I don't know what to do

The moon looms before me

But unable to land

A crew waits with bated breath

For my every command

Fear etched in our faces

As we realise our fate

Rather we live or we die

Is not up for debate

 

Flashes of my children

Their laughter ringing in my ears

My wife's hand in mine

Cuts like a knife through my tears

Anguish in my heart

Like I have never known

I can't stop the aching pain inside

Of leaving you alone

It’s getting harder to breathe

Is it from fear or my fright

My crew feels sheer terror

As we glide off in the night

 

Engulfed in this steel tomb

Orbiting the moon

Resigned to our fate

Hoping it don't come too soon

Helplessness I feel

Knowing there's nothing I can do

I hope my wife will understand

Death won't stop my loving you

If I could turn back the clock

It would never end this way

It’s a thin line between life and death

And I don't have a say...

 

Linda Hill

 

We will go on to answer some questions.

 

Can you quickly find bated in the dictionary and thesaurus?

What does ‘Fear etched in our faces’ tell you about the mood of the characters in the poem?

Find and highlight the word which is closest in meaning to ‘destiny’

‘Is not up for debate’ What other words/phrases could the author have used here? Why?

Find and highlight the word which is closest in meaning to worry.

What other words/phrases could the author have used instead of sheer? Why?

Can you quickly find ‘engulfed’ in the dictionary and thesaurus?

What does ‘Engulfed in this steel tomb’ tell you about the how the character is feeling?

Find a word which demonstrates that the characters have accepted what might happen to them.

How have simile and metaphor been used here to enhance the text?

 

Create a dictionary

 

Using the vocabulary identified and discussed in the whole class learning the children will create a dictionary.

They will copy the sentence/phrase with the word in it – underline it and then use the definition to explain the meaning of the word.

 

Challenge to write the words in alphabetical order.

 

LO: To use figurative language to infer meaning.

 

We will look through the poem and highlight the figurative language and then we will answer some questions.

 

What do you think ‘Thoughts of my family, ripping my heart in two means’? Why do you think that? Could it be anything else?

How does the author make you feel?

What does ‘Engulfed in this steel tomb’ means and why do you think that the author chose them? that? Could it be anything else?

 

Now that the children have shown an understanding of the figurative language that is used – and the emotion it conveys, they will write a different metaphor/simile to portray the same feelings of the character.

 

Contact Details and Useful Links

Top