Activities

for
Respondin
g to
Reading in
Year Four
Written and compiled by the Lancashire
Literacy Consultants
 Year 4 – Teacher’s Notes
 The activities are not intended to be issued without prior discussion and preparation.

 The activities require a range of reading strategies to complete. Wherever possible, each
activity has a reference to the 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.

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

 Some may be used more than once with different texts.

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

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

 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.

 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).

 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.

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

Year 4 Reading Objectives:

Strand Objectives
Identify and summarise evidence from a text to support a hypothesis.
Deduce characters’ reasons for behaviour from their actions and explain how
ideas are developed in non-fiction texts.
Use knowledge of different organisational features of texts to find
7 information effectively.
Use knowledge of word structures and origins to develop their understanding
of word meanings.
Explain how writers use figurative and expressive language to create images
and atmosphere.
Read expressively favourite authors or genres and experiment with other
types of text.
8 Interrogate texts to deepen and clarify understanding and response.
Explore why and how writers write, including through face-to-face and on-line
contact with authors.
The Reading Assessment Focus - Overview grid

AF Strategies Key phrase

Use a range of strategies, including

Decode accurately.
1 accurate decoding of text, to read for
Read with understanding.
meaning

Understand, describe, select or

Seek, find and understand.
retrieve information, events or ideas
2 Literal responses to text.
from texts and use quotation and
Text reference.
reference to text

Between the lines

Deduce, infer or interpret Inference and deduction.
3 information, events or ideas from Interpret.
texts Put yourself in their shoes.
Text reference.

Structure.
Identify and comment on the
Commenting on presentational
structure and organisation of texts,
4 features.
including grammatical and
Why is the text presented and
presentational features at text level
organised as it is?

Language.
Explain and comment on the writers’
Why did the writer use that word /
use of language, including grammatical
5 phrase / image / sentence etc.
and literary features at word and
Literary awareness.
sentence level
Impact on reader.

The Writer.
Identify and comment on the writers’
Writer’s purpose.
6 purposes and viewpoints, and the
Writer’s attitudes and values.
overall effect
Big messages about life.

The Text and the World.

Relate texts to their cultural and
How the text fits into its social,
7 historical contexts and literary
historical, cultural, literary heritage
traditions.
context.
In addition to a wide ranging read aloud programme, and children’s own choices, pupils in
Year 4 will read:

 Stories with historical settings

 Stories set in imaginary worlds
 Stories from other cultures
 Stories with raise issues and dilemmas
 Plays
 Recounts in newspapers and magazines
 Information texts
 Explanations
 Persuasive texts
 Poetry – creating images
 Poetry - exploring form
 … understand how
… tell the difference … read fiction
words are formed and
between fact and silently for longer … talk with my
… discuss what and use the text to help me
opinion periods; close read friends about our
when I like to read understand their
non-fiction for books
meaning
… discuss and decide information
how effective texts
are in meeting their … read aloud well,
purpose pausing at full stops,
and changing voice for
… prepare for finding exclamation, question
factual information – and speech marks.
choosing sources to use
… read, using
connectives and clauses
… talk about the
to help fluency and
author’s choice of
meaning
language to create
different effects
… understand the
… debate issues in different uses of the
texts and find evidence
to support the
The Year 4 Reader apostrophe

discussion; explore ‘I can…’ … track the passing of

alternative courses of time in stories
action.

… use non-fiction texts

… recognise different
types of text and the
different ways they
are presented
… understand the use
quickly and decide how
of chapters and
useful they are
paragraphs to organise
texts
… recognise the
different styles of
language used for
different purposes
 Books I have read this year
Fiction

Date Title Author

 Books I have read this year
Non-Fiction

Date Title Author

Fiction
 Fact and Fiction
Copy a sentence from your fiction book.

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What tense is the sentence written in? ………………………………………………………………………………………………………

How do you know? ……………………………………………………………………………………………………………………………………………..

Is it written in the first or third person? …………………………………………………………………………………………………..

Does it contain any speech? …………………………………………………………………………………………………………………………….

What is the sentence about? …………………………………………………………………………………………………………………………..

Copy a sentence from your non-fiction book.

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What tense is the sentence written in? ………………………………………………………………………………………………………

How do you know? ………………………………………………………………………………………………………………………………………………

Is it written in the first or third person or is no-one referred to at all? ……………………………………………

Does it contain any speech? …………………………………………………………………………………………………………………………….

What is the sentence about? …………………………………………………………………………………………………………………………..

 Fact and Fiction

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Ask the children to copy a sentence from their fiction book and one from a non-fiction
book. Ask them to identify the differences using the prompts to help them.
 Powerful Verbs!

 Use a pencil.
 Copy a passage from your reading book BUT leave gaps where the verbs are.
 Swap your extract with your friend.
 Fill in the gaps with the best verbs you can think of to describe the actions or
feelings of the characters.
 Swap back and compare with the originals in the books.
 Discuss your choices with your friend and whether they are better or not and why.

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 Powerful Verbs!

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Ask two children to copy passages from their reading books but to leave gaps wherever
a verb occurs. The children then swap their work and each fills in the best verbs to fill
the gaps. They can then compare their versions with the original and evaluate which is
better and why.
 How Did You Do That?

When you are reading, look out for verbs and

adverbs. Adverbs tell the reader how something
was done, the speed at which it was done, the way
something was said, the mood of the character or
the way the light shone. Collect verb and adverb
partners and write them here. Remember to use
them in your own writing.

laughed happily
 How Did You Do That?

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

This activity requires children to identify the verbs and adverbs in their books. Ask the
children to copy verb and adverb partners from their book. Ask them to consider the
effect the adverb has upon the verb and what it tells the reader; does it describe the
way in which the verb was done, the speed at which it was done, the way something was
said or the way the light shone?
 Characters and Settings

As you read your books, think about the ways the author describes the
characters and the settings. Note down the words and phrases used to describe
what a character looks like, how they behave, react and their moods. How does
the author describe the settings, the weather, the atmosphere? Don’t forget to
use these ideas in your own writing.

Settings Characterisation

‘beautiful house beside the sea’ ‘all at once he found himself alone and
* From James and the Giant Peach by Roald Dahl frightened in a vast unfriendly world’
 Characters and Settings

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Reading AF6: Identify and comment on the writers’ purposes and viewpoints, and
the overall effect

This activity requires the children to make notes as they read through a book. Ask them
to note down the words and phrases the author uses to describe characters; their
appearance, actions, moods, responses, etc. and settings; time, weather, atmosphere,
description, etc. Encourage the children to apply these techniques to their own writing.
 Dear Diary

Imagine that you are the main character in your book. Choose one day in the
story and write a diary entry for that day. Write in the first person and
remember to say:
- what has happened during the day;
- who was involved;
- how you feel;
- what you will do about it all tomorrow.

Date………………………………………………………………………………………………………………………………………….

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 Dear Diary

Framework objectives:

Strand 7: Identify and summarise evidence from a text to support a

hypothesis.

Deduce characters’ reasons for behaviour from their actions and

explain how ideas are developed in non-fiction texts.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

This activity requires children to imagine themselves as the main character and to write
a diary entry for a day in the story. Explain to the children that the diary entry should
reflect the personality of the character and the story plot. The diary should be written
in the first person and can include a mixture of tenses: what has happened (past), how
the character feels or another character is behaving, (present) what they intend to do,
(future).

 What happened today?

 Who was involved?
 How do you feel?
 What will you do?
 Write a Letter

Imagine that you are a character from your book. Write a letter to another
character. You could write to complain about something they have done, or to
ask their advice about something that is happening in the story, or to tell them
about what has been happening whilst they have been away.

Character’s address here:

Date:

Dear
 Write a Letter

Framework objectives:

Strand 7: Deduce characters’ reasons for behaviour from their actions and
explain how ideas are developed in non-fiction texts.

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

This activity requires the children to imagine that they are one of the characters in
their book. Ask them to write a letter to another character in the book. The letter
could be to ask for advice; to complain about the recipient’s actions or to inform the
other character what has been happening in his/her absence.
 As Time Goes By

As you read your book, look out for the words and phrases the author uses to show the
passing of time. Does the author mention the time, the sun, the moon, dark or light, part
of the day, seasons or a change in weather? Also, look out for flashbacks and two
events happening at the same time, e.g. ‘Meanwhile’.

Don’t forget to use these ideas in your own writing!

Book title and author:

Page Words and phrases used to show the passing of time

Where in your book did the author skip over the longest amount of time?

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 As Time Goes By

Framework objectives:

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

This activity is to help develop the children’s awareness of the techniques authors use
to convey the passing of time. This work can be done as a group as a guided novel is
being read over time, or individually, by a child reading privately.
 From Prose to Playscript!

Choose a scene from your reading book that contains dialogue

between two or three characters. Change the scene into a playscript.
Remember to show who is speaking and how they are acting by giving
a stage direction.

Cast:

Scene:

Characters (stage direction) What they say

 From Prose to Playscript!

Framework objectives:

Strand 7: Deduce characters’ reasons for behaviour from their actions and
explain how ideas are developed in non-fiction texts.

Assessment focuses:

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

This activity helps children to distinguish between the ways in which character’s actions
and manner are portrayed in narrative, and by stage directions in playscripts. Ask the
children to ‘translate’ a piece of narrative containing a lively exchange between
characters to a playscript. They will need to indicate the setting, and how the
characters should act out their lines through stage directions.
 From Playscript to Prose

Choose a scene from a play that you have read. Change the scene into narrative.
You will have to describe the setting and show how the characters are behaving
by using powerful verbs and adverbs. Work with a partner and act out each part
of the play. Discuss how you could change it into story form.

Title of play: …………………………………………………………………………………………………………………………

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 From Playscript to Prose

Framework objectives:

Strand 7: Use knowledge of different organisational features of texts to

find information effectively.

Assessment focuses:

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

This activity is the reverse of the previous one; to change a scene from a play into
narrative. The children will need to ‘translate’ the ‘scene’ into a setting and the stage
directions into descriptions of how characters are acting. They might use powerful
verbs and adverbs or indicate manner through alternatives to ‘said’.
Stories from the web
 Stories from the Web

Framework objectives:

Strand 8: Read expressively favourite authors or genres and experiment with

other types of text.

Explore why and how writers write, including through face-to-face

and on-line contact with authors.

Assessment focuses:

Reading AF6: Identify and comment on the writers’ purposes and viewpoints, and
the overall effect

The activity is based upon the web site www.storiesfromtheweb.org. It is best to

review the site yourself and stipulate the activities that you would like the children to
do. There are many links: information about authors, interviews, reviews and
opportunities for the children to add their own reviews to the web site. This site
provides many opportunities for reading related activities.
 Same but Different – Comparing poems on the
same theme
Titles and authors:

1. ……………………………………………………………………………………………………………………………………………….............

2. ……………………………………………………………………………………………………………………………………………………………

Discuss with your teacher and your friends:

Compare:
 What the two poems are about.
 The pictures that each poem puts into your mind.
 The words and phrases each poet has used to describe the theme.
 The rhyming patterns.
 The rhythm.
 Figurative language. Talk to each other about the effect the words the poet has
chosen has upon the reader. Why do you think the poet has chosen these?
 Choose a line that you like and explain to your friends why you like it.
 Which poem do you prefer? Why?
 Try to persuade your friends that your choice is the right one. Explain carefully
what it is about your choice that you prefer.

Write your preferred poem here:

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 Same but Different – Comparing poems on the
same theme

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Choose two poems on similar themes, e.g. school, weather, animals, etc. Work with the
group or individuals to compare and contrast the poems using the prompts on the
activity sheet. The children will need support in identifying rhyming patterns, rhythm,
similes and metaphors, and expressing their ideas and opinions. Encourage justification
of views at every stage and using evidence from the poem to support these.
 Fact and Opinion
Fact: something that is true.
Opinion: point of view.

Read the five texts below. They give information about children’s authors and a book
called Write Here, Write Now. Highlight the facts in one colour and opinions in another.

Lizo Mzimba: Terry Jones:

Lizo is a journalist and currently presents Terry Jones is a well-known children’s

Newsround, the children’s news programme
on BBC 1. He’s also written for various
magazines and newspapers, and has reported
for the BBC’s One O’ Clock and Six O’ Clock
news.
author, as well as being an actor, a director
and a comedian.
‘Writing something is much more fun than
not writing something… and it lasts longer!’

‘Writing is a wonderful way to share your

experiences, opinions and insight with people
and, of course, it’s fun too!”
John Hegley: Jacqueline Wilson:

John is one of the country’s favourite comic Jacqueline is the popular prize-winning
poets. He is the author of six best-selling author of The Illustrated Mum, Vicky Angel
poetry books, including Beyond our Kennel and Lizzie Zipmouth. Her latest book is
and Dog. called Secrets.

‘Take your chance to make your writing ‘I’m looking forward to reading the entries
dance and seeing the inventive and imaginative
sing ways children complete my story.’
astonish and sting,
and you might win
something.’
Writing by children…for children!

This exciting, inspirational and exhilarating book contains the winning entries in the
2002 Write Here, Write Now awards, run for the third year by the Department for
Education and Skills.

All the children were given a choice of four pieces of writing, each started by a famous
writer, which they used as starting point.

The results were varied and highly imaginative. They were often funny, sometimes sad …
and everything in between!

A brilliant collection of children’s writing from the 2002 writing awards

 Fact and Opinion

Framework objectives:

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF6: Identify and comment on the writers’ purposes and viewpoints, and
the overall effect

The extracts on the activity sheet are from the blurb on the back of the 2002 Write
Here, Write Now collection of children’s stories. Discuss the difference between fact
and opinion with the children giving some examples for them to talk about.

The book also contains a section on children’s persuasive writing about the countryside
versus the town. These pieces provide more material for distinguishing between fact
and opinion.

2002
2003
 Headlines!
Log onto www.bbc.co.uk/newsround

Select an area that interests you. Read the headlines and discuss with your friend what
you think the story might be about. Read the story or listen on-line. Were you right?
Can you think of another headline to suit the story?

The headline that you chose………………………………………………………………………………………………

The date of the story: ………………………………………………………………………………………………………

Summary of the story: ………………………………………………………………………………………………………

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Your headline: ………………………………………………………………………………………………………………………

 Headlines!

Framework objectives:

Strand 7: Use knowledge of word structures and origins to develop their

understanding of word meanings.

Strand 8: Explore why and how writers write, including through face-to-face
and on-line contact with authors.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

Direct the children to the BBC children’s web site (www.bbc.co.uk/newsround). This site
is updated daily and contains conventional style news layout as well as video and audio
clips. There are many links to different national and global stories.

You might wish to stipulate the story that the children investigate in advance, with
specific tasks related to the story; or they might surf the site and report back upon a
story of their own choice.
 Oh, no! Not that word again!
Words are like paint! Some words make the picture in the reader’s head grey and rather dull. But choose really great words, and the pictures in
your head come to life and you can really imagine what is happening. There are some words in the table below that writers use over and over and
OVER again. When you are reading, look out for words, or phrases, that the author has used instead. Don’t forget to use them in your own writing!

nice big little good bad

sad like get/got happy glad

scared windy rainy hot cold

 Oh, no! Not that word again!!

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

This activity is a repeat of one in Year 3, with the addition of phrases, as well as words,
as alternatives to overused vocabulary.
 Old Words
This poem contains old English words that we no longer use. Read the poem and note the words that
are new to you. Try to work out from the rest of the line what they might mean.

When Icicles Hang by the Wall Possible meanings

William Shakespeare

When icicles hang by the wall, blows his nail……………………………………………...

And Dick the shepherd blows his nail,
And Tom bears logs into the hall,
bears…………………………………………………………..
And milk comes frozen home in pail,
When blood be nipped and ways be foul,
Then nightly sings the staring owl,
pail………………………………………………………………
To-who;
To-whit, to-who, a merry note,
While greasy Joan doth keel the pot.
nipped…………………………………………………………

When all aloud the wind doth blow,

And coughing drowns the parson’s saw,
ways be foul………………………………………………
And birds sit brooding in the snow,
And Marion’s nose looks red and raw,
When roasted crabs hiss in the bowl,
merry……………………………………….…………………
Then nightly sings the staring owl,
To-who;
To-whit, to-who, a merry note,
keel………………………………………………………………
While greasy Joan doth keel the pot.

doth………………………………………………………………

parson …………………………………………………………

saw……………………………………………………………….
 Old Words

Framework objectives:

Strand 7: Use knowledge of word structures and origins to develop their

understanding of word meanings.

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

The poem by William Shakespeare is about winter. The archaic words and phrases are:

blows his nail – this refers to blowing into cupped hands in an attempt to warm them up.
bears – carries a heavy load.
pail – bucket
nipped – cold.
ways be foul – lanes difficult to travel because of ice and snow
merry – jolly, happy
keel – clean
doth – does
parson – vicar, priest
saw – sermon, speech
 Adjective Detective
When you are reading, look out for the ways in which the authors describe their
characters, feelings and settings. Sometimes they use more than one adjective and
sometimes they give the reader extra information.

Remember to use these in your own writing!

a most extraordinary
sight, a colossal, curvy-
shaped thing
From James and the Giant Peach by
Roald Dahl
 Adjective Detective

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Ask the children to collect words and phrases from their reading that give extra
information about the subject of the sentence.

 settings
 characters
 feelings
 It’s Another World!
Choose a scene from your book that describes an imaginary world. Draw a picture of how you imagine it to be. Label your picture with the words
and phrases the author has used to describe the setting.
 It’s Another World!

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Reading AF6: Identify and comment on the writers’ purposes and viewpoints,
and the overall effect

Ask the children to read through a passage in their book that describes an
imaginary setting. It could be science fiction or a fantasy world of another sort.
Identify the words and phrases that describe the setting and discuss how the
children imagine this place to look. The children draw the scene and annotate the
drawing with the words and phrases used by the author to describe the scene.
 Characters and Settings

Draw a picture of a character or characters in one of the settings in your book. Label
the drawing with the words and phrases the author has used to describe how the
characters respond to the setting and the events in the story.
 Characters and Settings

Framework objectives:

Strand 7: Deduce characters’ reasons for behaviour from their actions

and explain how ideas are developed in non-fiction texts.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from

texts

Ask the children to read through a passage in which a character responds to the
setting in which they find themselves. This may be an imaginary world referred to in
objective T1. Ask the children to draw a picture of the setting and the character
and annotate their drawing with the words and phrases the author has used to
describe the character’s responses to the setting and the events in the passage.
 Comparing Settings

Setting One Setting Two Setting Three

Book: Book: Book:

Setting: Setting: Setting:

Author’s words to describe setting: Author’s words to describe setting: Author’s words to describe setting:

Picture: Picture: Picture:

 Comparing Settings

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to create
images and atmosphere.

Assessment focuses:

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

This activity is designed to be completed over time, or used to compare text extracts
containing settings. Ask the children to complete each column as they read their books, or
supply the children with three extracts that contain descriptions of settings.
 ‘Writing Pictures!’
Authors use language to ‘paint’ pictures in their readers’ minds. Look out for words and phrases that authors have used to help you imagine what places
look like, how characters feel, what might be about to happen and the atmosphere in the story.

Character descriptions Character moods Character feelings

‘small piggy eyes, a sunken mouth, and one of those white ‘whenever she got angry or excited, little flecks of spit ‘Great tears began oozing out of James’s eyes and rolling
flabby faces that looked exactly as though it had been would come shooting out of her mouth’ down his cheeks’
boiled’

Atmosphere Build tension Settings

‘The night was all around him now, and high overhead a wild ‘..the first thing of all, the rather peculiar thing that lead ‘..smelled musty and stale and slightly mildewed, like air in
white moon was riding in the sky’ to so many other much more peculiar things happened to an old cellar’
him’

Extracts from James and the Giant Peach by Roald Dahl

 ‘Writing Pictures!’

Framework objectives:

Strand 7: Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Ask the children to re-read the opening chapter of their book and to look out for
examples of ways in which the author has conveyed mood, atmosphere, feelings and
tension. Discuss the images that these examples have conjured up in their minds. The
children should note down these examples on the activity sheet and encouraged to adapt
them for use in their own writing.
 Audience
How do you know if a book or comic would interest you? What has the author and
publisher done to make you want to pick it up and read it? Look at each of the examples
that your teacher has given to you. Talk to your friend about who you think the book is
for and how you know.

Title and author Audience Clues!

 Audience

Framework objectives:

Strand 8: Read expressively favourite authors or genres and experiment with

other types of text.

Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF6: Identify and comment on the writers’ purposes and viewpoints, and
the overall effect

Supply the children with a varied selection of reading material: different genres,
comics, football magazines etc. Discuss the different types of material with the
children. Ask them to decide who the intended audience is for each example and to
identify the ways in which the text has been presented to appeal to that audience.
 Non-Fiction Texts – Talk Frame
Use this outline to describe and review your non-fiction book. Choose a talk leader to read
the questions and to make sure everyone has a say.

Title:
Author:
What is the book about? Use the blurb to help you.
The cover design shows…..
Does the cover make you want to read the book? Is the book attractive and exciting
to look at? Why?
Each person in the group think of a question that the book may be able to answer.
Is there a contents page, an index? Is the book divided into chapters? Is each
chapter divided into separate headings?
Look at chapter one. What is the title of this chapter?
Describe how the text is laid out. Has the author used headings? Do you think it
would matter if the headings were in a different order?
What sort of pictures have been used? Do they help you understand the text?
Skim over the text. What is the chapter about?
Scan through the text and list the key words in chapter one.
Are the sentences long or short? Are they easy to understand?
Are all the sentences telling you facts? If not what other types of sentences are
there?
Is the text written in the first person, third person or something else? What tense
is the book written in?
Is the information easy to understand? Why?
Did you enjoy this book? What did you like about your non-fiction book?
What did you not like about the book?
Were you surprised by anything in the book?
Did you find the answers to your questions? Easily, or was it difficult?
 Non-Fiction Texts – Talk Frame

Framework objectives:

Strand 7: Use knowledge of different organisational features of texts to

find information effectively.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

Use the talk frame as part of a guided reading session to help children to navigate
texts and appraise the usefulness of what they read. Or, give the talk-frame to a group
of children and ask them to discuss a non-fiction text. A set of non-fiction guided
readers would be useful so that each child can have a copy. The children will need
guidance on how to organise a discussion group so that it is focused and gives everyone
an opportunity to contribute.
 Reading for Information
Topic:

What do I know? What do I want to know? What have I learnt? Sources

 Reading for Information

Framework objectives:

Strand 7: Use knowledge of different organisational features of texts to

find information effectively.

Identify and summarise evidence from a text to support a

hypothesis.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

This activity involves the completion of a standard KWL grid; What do I know? What do
I want to know? What have I learnt? There is an additional column for listing the
sources of information used. This is to encourage children to read a selection of
sources when they cannot find what they need in just one text.

Ask the children to note down what they already know about the subject of the texts.
Discuss some ideas of additional information that they may not know about. Try to guide
the children in asking questions that are relevant and likely to be answered in the texts
supplied. However, if a question remains unanswered, use this to ask, ‘Where could we
look now?’

Encourage the children to use text navigation techniques to find answers to their
questions: skimming, scanning, headings and subheadings, contents, indexes, etc.
 Non-Fiction Texts
Look at the non-fiction text that your teacher has given you. Scan down the
text looking for key words and phrases.

List the key words and phrases:

What do you think the text is about?

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

Read through the first paragraph. Write down the paragraph’s main idea in a short
sentence or copy the sentence that sums up the whole paragraph.

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

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

Continue to do this for each paragraph in the text.

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Write a short summary of what the text is about.

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 Non-Fiction Texts

Framework objectives:

Strand 7: Use knowledge of different organisational features of texts to

find information effectively.

Assessment focuses:

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

Give the children a copy of a non-fiction text and a highlighter pen. Ask them to scan
down the text looking for key words and phrases to list on the sheet. The children need
to read each paragraph and write a brief sentence about the main idea in the paragraph.
This is difficult and the children will need support. There may be one sentence
within each paragraph that summarises the whole paragraph and this could be copied
(the other sentences may be elaborations or details about the main idea).

When the children have located the main ideas, ask them to summarise the text using
their key words and sentences to help them.
 Paragraphs are very organised!
Read through the non-fiction text that your teacher has given you. Make notes in the
boxes below to show the main idea in each paragraph. Look for links between each
paragraph.

Title:

Paragraph 1. Key Idea:

Links to next paragraph:

Paragraph 2. Key Idea:

Links to next paragraph:

Paragraph 3. Key Idea:

Links to next paragraph:

Paragraph 4. Key Idea:

Links to next paragraph:

Paragraph 5. Key Idea:

Links to next paragraph:

Write one word to describe each paragraph and draw an arrow between each word.

Could the paragraphs be written in another order?

 Paragraphs are very organised!

Framework objectives:

Strand 7: Use knowledge of different organisational features of texts to

find information effectively.

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Assessment focuses:

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

Supply the children with a non-fiction text that has been organised into paragraphs.
Ask them to read each paragraph and to find the main idea.

Then ask them to look for something that links one paragraph to the next. Is something
mentioned in one paragraph that is expanded upon in the next? What is the link?
 Oh Dear!

Some stories are about characters who find themselves in difficult situations.
Sometimes they have caused the problems, and sometimes bad things happen to
them. Read through the story. Discuss your ideas with your friends and make
notes in the boxes.

Story title and author:

Character’s name:

Character’s problem:

What has caused the problem?

What do you think the character should do?

What might happen to affect the character’s decision

What happens in the end?

Did you like the ending or do you think another solution would be better?

What has the character learnt from the experience?

Write a moral for the story

 Oh Dear!

Framework objectives:

Strand 7: Identify and summarise evidence from a text to support a

hypothesis.

Strand 8: Interrogate texts to deepen and clarify understanding and

response.

Explore why and how writers write, including through face-to-face

and on-line contact with authors.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF6: Identify and comment on the writers’ purposes and viewpoints, and
the overall effect

A good source of stories for issues and dilemmas is ‘The Fib and other Stories’ by
George Layton.

Ask the children to read a story supplied by you that contain an issue such as loss,
theft, lying or cheating.

As they read, ask them to identify the issue or dilemma faced by the characters. How
do the characters feel or deal with the problem? The children should note down their
thoughts and use evidence from the text to support them.
 What I like to read

What kind of books do you choose to read for personal reading? What is it
about them that you like? Write down your favourite books and authors and why
you like them.

I like books about: ________________________________________________

because ________________________________________________________

My favourite author is: ____________________________________________

because ________________________________________________________

Why I like these books: ____________________________________________

The time of day I read is: __________________________________________

I spend reading each day.

The people I read to are: ___________________________________________

The people who read to me are: ______________________________________

The best thing about reading is: ______________________________________

The hardest thing about reading is: ___________________________________

I would recommend __________________________________________ (title)

to a friend because _______________________________________________

 What I like to read

Framework objectives:

Strand 8: Read expressively favourite authors or genres and experiment with

other types of text.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Ask the children to refer to the sheet listing the books they have read. Discuss their
personal choices and reasons for their preferences. Support them in completing the
activity sheet, giving them ‘hooks’ to express their opinions. Encourage them to justify
their opinions with reasons and reference to the books.
And they lived happily ever after – or did they?

Think about the resolution and ending of the last book that you read or a well-
known story. Write briefly what happened in the end. Think about a completely
different resolution and ending and write this down.

Book title: ……………………………………………………………………………………………………………………………………

What happened in the end?………………………………………………………………………………………………………

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

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Your new ending: …………………………………………………………………………………………………………………………

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And they lived happily ever after – or did they?

Framework objectives:

Strand 7: Deduce characters’ reasons for behaviour from their actions and
explain how ideas are developed in non-fiction texts.

Assessment focuses:

Reading AF3: Deduce, infer or interpret information, events or ideas from texts

Reading AF6: Identify and comment on the writers’ purposes and viewpoints, and
the overall effect

Ask the children to recall the resolution and ending of a well known story or the story
they have just finished. Discuss alternative endings using examples from well-known
stories. What would have happened if the glass slipper had fitted one of the ugly
sisters and not Cinderella? What would have happened if the Miller’s daughter had not
guessed Rumplestiltskin’s name?

The activity requires the children to briefly retell the ending of their story and to then
rewrite the ending in a different way.
 Keep it Brief!

Read the text that your teacher has given you, or choose a section from your
non-fiction book. Read each sentence and make a brief note of what the
sentence is about; use just one or two words. When you have finished reading,
write a very brief summary of what the whole piece was about.

 ………………………………………………………………………………………………………………………………………

 ………………………………………………………………………………………………………………………………………

 ………………………………………………………………………………………………………………………………………

 ………………………………………………………………………………………………………………………………………

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 ………………………………………………………………………………………………………………………………………

Summary:

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

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……………………………………………………………………………………………………………………………………………
 Keep it Brief!

Framework objectives:

Strand 7: Identify and summarise evidence from a text to support a

hypothesis.

Assessment focuses:

Reading AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to text

Give the children a piece of text from a non-fiction book. Ask them to discuss the key
ideas in each sentence and to sum up in as few words as possible. When they have
finished ask the children to sum up, in as few words as possible the key idea of the
whole piece.
 Persuasive Language

Read the extract from the Blackpool

Tower persuasive leaflet.

Note down all the persuasive words and

phrases. What is the effect the writer is
trying to achieve?

……………………………………………………………………………

……………………………………………………………………………

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 Persuasive Language

Framework objectives:

Strand 7: Use knowledge of different organisational features of texts to

find information effectively.

Explain how writers use figurative and expressive language to

create images and atmosphere.

Assessment focuses:

Reading AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level

Reading AF5: Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level

Discuss the piece of persuasive text with the children. You may need to spend time
talking about circuses and the type of language used by the ringmaster during the show.
The words and phrases worthy of note are:

 roll up, roll up

 greatest show on earth
 (non-animal)
 the fun starts
 most outstanding
 thrill and amaze
 watch in wonder
 incredible
 right before your eyes
 sensational
 spectacular
 colourful and exotic
 star attraction