Activities for Responding to Reading in Year 6

Activities for Responding to Reading in Year Six

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Year 6 – Teacher’s Notes •

The activities are not intended to be issued without prior discussion and preparation. preparation.

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The activities require a range of reading strategies to complete. Wherever possible, each activity has a reference to the t he Assessment Focus being developed. This will support teachers in covering a range of comprehension strategies and provide part of the ongoing evidence for assessing a child’s reading.

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Many can be used as part of a Guided Reading session and completed with wi th teacher support.

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Some may be used more than once with different texts.

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You may decide not to use all of the sheets, and some children may have a different selection to others.

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You may choose sheets that support work done in the shared and guided session, or sheets appropriate to individual children’s personal reading.

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Some of the activities are designed to be completed over time – such as collecting aspects of language to use in the children’s own writing. These could be enlarged and displayed so that all the children could contribute.

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Some activities may need to be differentiated – they are on the Literacy web site and you may download them and alter them or use a sheet from a younger age group (www.lancsngfl.ac.uk/nationalstrategy/literacy www.lancsngfl.ac.uk/nationalstrategy/literacy). ).

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If you do not want to use photocopied sheets, these ideas are easily transferred to paper or exercise books. Or why not download the activity and work on screen.

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Most of the activities provide opportunities for Speaking and Listening about books and reading.

Year 6 Reading Objectives: Strand

7

Objectives Appraise a text quickly, deciding on its value, quality or usefulness. Understand underlying themes, causes and points of view. Understand how writers use different structures to create coherence and impact. Explore how word meanings change when used in different contexts. Recognise rhetorical devices used to argue, persuade, mislead and sway the reader. Read extensively and discuss personal reading with others, including reading groups.

























The Reading Assessment Focus - Overview grid AF

Strategies

Key phrase

1

Use a range of strategies, including accurate decoding of text, to read for meaning

Decode accurately. Read with understanding.

2

Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

Seek, find and understand. Literal responses to text. Text reference.

3

Deduce, infer or interpret information, events or ideas from texts

Between the lines Inference and deduction. Interpret. Put yourself in their shoes. Text reference.

4

Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

Structure. Structure. Commenting on presentational features. Why is the text presented and organised as it is?

5

Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level

Language. Language. Why did the writer use that word / phrase / image / sentence etc. Literary awareness. Impact on reader.

6

Identify and comment on the writers’ purposes and viewpoints, and the overall effect

The Writer. Writer’s purpose. Writer’s attitudes and values. Big messages about life.

7

Relate texts to their cultural and historical contexts and literary traditions.

The Text and the World. How the text fits into its social, historical, cultural, literary heritage context.

























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e d h n t a w e o c h , d n s e s r d n s a o e u o s f c g i n s m n i d s i l g y e i d e n e f n s v a n , u n e o o c s e s s e i y r g t d l a u c o s a h t u n s i d t a t e e u t … a m a d



























Books I have read this year

Date

n o i t c i F

Title

Author

























Books I have read this year

Date

n o i t c i F n o N

Title

Author

















































Title, Author, Cover and Blurb Title: Author: Cover illustration: Genre: What does the title suggest about the plot of the story?

Have you read other books by this author? If so, what might you expect?

Is the cover attractive? Does it make you want to read the book?

Summarise the blurb on the back of the book:

What do you think this book may be about?

























Title, Author, Cover and Blurb Framework objectives: Strand 7:

Appraise a text quickly, deciding on its value, quality or usefulness.

Strand 8:

Compare how writers from different times and places present experiences and use language.

Assessment focuses: Reading AF4:


This activity is intended to be undertaken over time. The children are asked to respond in different ways at different stages of the book. This can be done as a class activity linked to a class novel, a guided reading activity or by individuals reading independently. The activity may be repeated for different titles over the year. Before the children start to read ask them to look at the cover of the book and discuss: -

what is the title? What does it suggest about the story? what genre do we think this is? what does the cover illustration show? What does it suggest about the story? What age group is the cover designed to attract? who is the author? Do we know anything about him/her already? What information is there on the cover or inside?



























First Impressions Read the first ten pages or so, stopping, if possible at the end of a chapter or section. What the story easy to get into? Why? Why not?

Did the story start with dialogue, description or action? What effect did this have?

Who are the characters? What are they like? How do you feel about them so far? How does the author describe them?

Make brief notes about what has happened so far

























First Impressions Framework objectives: Strand 8:

Read extensively and discuss personal reading with others, including reading groups. Compare how writers from different times and places present experiences and use language.



Reading AF6:


Encourage the children to discuss the points on the activity sheet before writing

























What Might Happen? The Situation

What Might Happen Now?

OR

OR

OR

























What Might Happen? Framework objectives: Strand 7:

Understand underlying themes, causes and points of view.

Strand 8:

Sustain engagement with longer texts, using different techniques to make the text come alive. Compare how writers from different times and places present experiences and use language.



This part of the reading response should be done when the story reaches a point where several options are possible.

























About Halfway Through Look back at your first impressions. Have your thoughts or feelings about the story or characters changed? How or why not? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What do think is going to happen in the end? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………



























About Halfway Through Framework objectives: Strand 7:


Strand 8:

Sustain engagement with longer texts, using different techniques to make the text come alive. Compare how writers from different times and places present experiences and use language.

























Language Detective Keep a look out for the ways in which the author uses language to describe characters’ appearances, actions, feelings; settings and situations. Note these words and phrases down and comment upon the effect they have upon you, the reader. Words and phrases – characters

The effect

























Language Detective Framework objectives: Strand 7:

Understand how writers use different structures to create coherence and impact. Explore how word meanings change when used in different contexts.

Strand 8:


























Comparing Characters Compare two characters from the book

Character 1:

Character 2:

Main purpose in story:

Main purpose in story:

























Comparing Characters Framework objectives: Strand 7:

Understand underlying themes, causes and points of view. Understand how writers use different structures to create cr eate coherence and impact.

Strand 8:




























In The End Write down how you feel about how the book ended. Were you surprised, pleased or disappointed? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

























In The End Framework objectives: Strand 7:


























Book Review Write a brief summary of the book that you have finished reading.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

























Book Review Framework objectives: Strand 7:


Strand 8:

Read extensively and discuss personal reading with others, including reading groups.

























Author! Author! Write a profile of one of your favourite authors. You will find information on the covers or inside their books. Another great source of information is the Internet. Use the search engine and look for Children’s Authors UK. Many of the sites have biographies of famous authors. Name: Born:

Died:



























Author! Author!

























My Favourite Author

























My Favourite Author

























Book or Film?

























Book or Film?

























































































































































































































































































































































































































































































































































The Listeners by Walter de la Mare (cont.) ( cont.) Discuss ‘The Listeners’ with your friends and note your thoughts on the following: Who might the Traveller be?

Where has he come from?

What does he want with the people in the house?

Who does he expect to see at the house?

Who ‘lives’ in the house?

What does the Traveller mean by ‘I kept my word’?

























The Listeners by Walter de la Mare Framework objectives: Strand 7:

Understand underlying themes, causes and points of view. Understand how writers use different structures to create cr eate coherence and impact. Explore how word meanings change when used in different contexts.

Strand 8:




Reading AF3:


Reading AF5:


*Ask the children to read The Listeners aloud. Ask them to discuss the ‘story’ behind the poem. - Who could the traveller be? - Where has he come from? - What does he want with the people in the house? - Who does he expect to see at the house? - Who ‘lives’ in the house? - What does the Traveller mean by ‘I kept my word’? - Discuss the layers of meaning – e.g . What does ‘to that voice from the world

the rhythm; the rhyme; alliteration; Model ‘response stems’ to comment upon the poem: - the poem’s rhythm feels like . . . which makes it seem . . . - the rhyming scheme is . . . - the effect of this line is to make the reader feel/think . . . - the poet has used . . . to give the reader the feeling that . . . - the poet wants the reader to think . . . - the poet shows the Traveller’s -

























The Listeners by Walter de la Mare (cont.) ( cont.) Read ‘The Listeners’ once more. Copy words and phrases the poet uses to create: The setting:

The effect the poet is trying to achieve:

Atmosphere:

The effect the poet is trying to achieve::

Actions:


The Traveller’s feelings:


























The Listeners by Walter de la Mare Framework objectives: Strand 7:


Strand 8:




Reading AF3:


Reading AF5:


*Ask the children to read The Listeners aloud. Ask them to discuss the ‘story’ behind the poem. - Who could the traveller be? - Where has he come from? - What does he want with the people in the house? - Who does he expect to see at the house? - Who ‘lives’ in the house? - What does the Traveller mean by ‘I kept my word’? - Discuss the layers of meaning – e.g . What does ‘to that voice from the world

the rhythm; the rhyme; alliteration; Model ‘response stems’ to comment upon the poem: - the poem’s rhythm feels like . . . which makes it seem . . . - the rhyming scheme is . . . - the effect of this line is to make the reader feel/think . . . - the poet has used . . . to give the reader the feeling that . . . - the poet wants the reader to think . . . - the poet shows the Traveller’s -

























Jabberwocky ‘Twas brillig and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird and shun The frumious Bandersnatch!” He took his vorpal sword in hand: Long time the manxome foe he sought – So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And hast thou slain the Jabberwock! Come to my arms my beamish boy! A frabjous day! Callooh! Callay!” He chortled in his joy. ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. by Lewis Carroll



























Jabberwocky Framework objectives: Strand 7:


Strand 8:




Reading AF3:


Reading AF5:


Jabberwocky is a nonsense poem but it obeys all the rules f grammar. It is obvious which words are verbs and which are nouns.

























A Favourite Poem Chosen by ____________________________________________________

………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………

























A Favourite Poem Framework objectives: Strand 7:


Strand 8:




Reading AF6:


Ask the children to choose their favourite poem from the past. Encourage discussion about why the poems have been chosen and the effect they have upon the reader. Pay particular attention to the language and theme.

























h s i n i F

s e i r o t S n i e m i T

:

: s e i r o t s n i h t i w s e i r o t s ,

























Time in Stories

Framework objectives: Strand 7:

Understand how writers use different structures to create coherence and impact.



From a range of known texts children should find examples of flashbacks, stories with stories, dreams, examples of handling two characters in different settings. See NLS activity resource sheet page 16, from original ‘lunchbox’ training materials. Ask the children to note words and phrases that indicate a change in time in their reading.



























Fiction Texts – Key Features Text type: …………………………………………………………………………………………………………………………… Story one:

Story two:

Story three:

Typical characters:

Typical characters:

Typical characters:

Theme:

Theme:

Theme:

Plot:

Plot:

Plot:

Dilemmas:

Dilemmas:

Dilemmas:

























Fiction Texts – Key Features Framework objectives: Strand 7:

Understand how writers use different structures to create coherence and impact.

Strand 8:




Reading AF5:


























More Haste Less Speed Proverbs are sayings that contain a lesson or message. Look up some proverbs and explain what they mean. Write down the situation in which the proverb may be used. Proverb:

What it means:

When you say it:

























More Haste Less Speed Framework objectives: Strand 7:




Ask the children to collect proverbs and to explain their meanings. Discuss the situations in which they may be used. Dictionaries of proverbs are available from the library or book shops.

























For and Against Read the argument/discussion text that your teacher has given you. Note the points in the table below. For and against ……………………………………………………………………………………………………………………… Issue:

Points for:

Supporting evidence:

Points against:

Supporting evidence:



























For and Against


Understand underlying themes, causes and points of view. Recognise rhetorical devices used to argue, persuade, mislead and sway the reader.

Strand 8:


























How do Explanation Texts Work? Explanation texts explain how or why something happens. You will need to write these texts in science, geography and design technology. Most explanations contain information, too. Read the explanation text below and then change it into a diagram di agram or flow chart. Where does the rain come from?

The Water Cycle Water moves in a never-ending cycle. The Sun shines upon the Earth and heats

























How do Explanation Texts Work?



Strand 10:

Assessment focuses:

Use varied structures to shape and organise text coherently

























: 6 t x e T

s e r u t a e

: 5 t x e T

: e p y T

: e p y T

: e s o p r u P

: e s o p r u P

: e c n e i d u A

: e c n e i d u A

: t c e j b u S

: t c e j b u S

: t u o y a L

: t u o y a L

: s a e d i y e K

: s e r u t a e f e g a u g n a L

: s a e d i y e K

: s e r u t a e f e g a u g n a L

: s e

























Non-Fiction Texts – Key Features Framework objectives: Strand 7:

Appraise a text quickly, deciding on its value, quality or usefulness. Understand how writers use different structures to create cr eate coherence and impact. Recognise rhetorical devices used to argue, persuade, mislead and sway the reader.

Strand 8:


Assessment focuses:



























e h y a w e h t d e s s e r p x e s a h t e o

s e i l f n o g a r D

s y a s s y n y d n l n a f o r p o G

e h t g n i n e t , h s g r i r e t b p , o t c h i , i l g z e a l h p l e o d a r t i h , t r e p s h m p g e i a n r e , s a b g g l p f n

n o s l u o P n a o J

. t h g i l f d e l l e

g e n n i o g n . e n i e o w s e o g a c , t r n d d e a i n p t l l o s i o p h

























Costing the Earth? Framework objectives: Strand 7:


























Poets and Poems Choose a selection of poems poems by a single poet. Make notes of your thoughts and feelings about the poet’s style. Poet’s name: Titles of poems:

Theme of poems:

























Poets and Poems Framework objectives: Strand 7:

Understand underlying themes, causes and points of view. Understand how writers use different structures to create cr eate coherence and impact. Explore how word meanings change when used in different

























f u o o Y . w k e o i o v r b e e v o h t n a d e a e v i r g o o t t t r n



























Blurb!

























Book Review

























Book Review

























Year 6 and Year 7 Transition Unit Framework objectives:

Activities for Responding to Reading in Year 6

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