1. Writing expectations Grammar games Reading expectations How to use your reading support bookmark! Resources for now: Conjunctions and cohesive devices kit Reading questions spinner Resources for Christmas: Grammar revision book Spelling list

2. Use informal and formal language in speech and writing. Use passive verbs to change sentences. Link ideas and paragraphs with devices such as adverbial phrases, relative clauses and conjunctions. Think about the language used in order to have an impact on the reader. Take notes, summarise and present information effectively. Use semi colons, colons, hyphens, dashes and ellipsis to punctuate writing. Make sure writing makes sense by checking tenses and subject-verb agreement.

3. Use semi colons, colons, hyphens, dashes and ellipsis to punctuate writing.

8. Make sure writing makes sense by checking tenses and subject-verb agreement.

11. Sam, who was the fastest in his class, sprinted down the steep hill straight after school. Challenge yourself with a subordinate clause instead of a relative clause! Sam, although he was tired, sprinted down the steep hill straight after school. Straight after school, Sam, who was the fastest in his class, sprinted down the steep hill. Although he was tired, Sam sprinted down the steep hill straight after school. Link ideas and paragraphs with devices such as adverbial phrases, relative clauses and conjunctions. Think about the language used in order to have an impact on the reader.

12. How do I know I am a good reader? I read faster than anyone in my class. I can read any word that I am shown. I can talk about what I have read to others. I read regularly. I read to my parents. I bring a book home every day. I only read difficult books. I try to find out the meaning of new words. I never need anyone’s help to read. I can pass a test.

13. How do I know I am a good reader? I read faster than anyone in my class. I can read any word that I am shown. I can talk about what I have read to others. I read regularly. I read to my parents. I bring a book home every day. I only read difficult books. I try to find out the meaning of new words. I never need anyone’s help to read. I can pass a test.

14. Think about what they are reading, Check that what they are reading makes sense to them, Problem solve ways to over come challenging words, Visualise what they are reading in their mind, Ask questions about what they are reading, Talk about their ideas with others, Make links to things that they already know, Locate important details in the text, Infer meaning to get a deeper understanding, Bring all of their ideas together to help them understand it and… Read a lot!

16. Follow along reading as Mr Crooks reads a text. Build a mental picture in your mind about what is happening. Be prepared to share your thoughts, and talk about the text.

18. Literal Questions: Questions I ask when I can find the answer directly in the text. Who is telling the story? Find a few words/phrases/sentences that tell you about.... (character, setting, atmosphere) What do other people say about the character? How did...? Who had...? What happened to...? What happened after... ? Who is/was... ? What was... doing when... ? What did... do, after... did...? What makes (name of character) special? Which word tells you about how big/small...? How often...? How many...? What is another name for...? Is it true / false that...? Give one example of...

19. Inference questions: Questions I ask to get a deeper understanding of the text… the answer may not be in the words I read. What does this character feel about? How do you know? What does (a particular word or phrase) mean? Can you draw a timeline of events? Find two/three facts/reasons for … What is happening? What do you think might have happened before? What do you think might happen next? What do you think this story is going to be about? Were you right? How did (character’s) actions affect the outcome of the story? How does (character) feel at this point and what does it tell you about him/her? Do you remember what... did the first time? In the light of what you know now, why do you think he felt so (angry/happy etc)? Why did... say/do/think...? What made... sad/happy/surprised/excited? What did... enjoy/dislike/find surprising? Why? What did... mean when she/he said...? What does (a particular phrase) tell you about what... was thinking/feeling? What was... thinking when...? How do you know? What do these pages/paragraphs tell you about? What do you learn from...? What is the main idea of this part of the poem/chapter/ article? Find two examples to support your point of view. Why is... an appropriate title for this text?

21. http://resources.woodlands- junior.kent.sch.uk/interactive/literacy.html http://www.bbc.co.uk/bitesize/ks2/english/ http://www.topmarks.co.uk/ http://resources.woodlands- junior.kent.sch.uk/interactive/literacy.html http://www.bbc.co.uk/bitesize/ks2/english/ http://www.topmarks.co.uk/ http://resources.woodlands- junior.kent.sch.uk/interactive/literacy.html http://www.bbc.co.uk/bitesize/ks2/english/ http://www.topmarks.co.uk/