Read & Respond The Twits: Correlation to the 2014 Curriculum
Section / Lesson title / Page / Objective(s)Plot character and setting / Through the author’s eyes / 11 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
Plot character and setting / The first four tricks / 11 / Years 3-4 programme of study: READING: Comprehension
To participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Plot character and setting / Reading between the lines / 12 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied.
Plot character and setting / Just typical! / 12 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied.
Plot character and setting / Word pictures / 13 / Years 5-6 programme of study: READING: Comprehension
To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
Plot character and setting / Atmosphere and tension / 13 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by identifying how language, structure, and presentation contribute to meaning.
Plot character and setting / Different voices / 14 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by identifying how language, structure, and presentation contribute to meaning.
Plot character and setting / Fewer chapters / 14 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by identifying how language, structure, and presentation contribute to meaning.
Talk about it / Like it or loathe it? / 19 / Years 3-4 programme of study: READING: Comprehension
To participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Years 5-6 programme of study: READING: Comprehension
To provide reasoned justifications for their views.
Talk about it / Matching names and natures / 19 / Years 3-4 programme of study: WRITING: Composition
To plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, grammar and vocabulary.
Talk about it / Adapted for stage / 20 / Years 3-4 programme of study: WRITING: Composition
To draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See Appendix 2, English Programmes of study for Key Stages 1-2).
Talk about it / Who’s the bully? / 20 / Years 3-4 programme of study: READING: Comprehension
To develop positive attitudes to reading and understanding of what they read by identifying themes and conventions in a wide range of books.
Talk about it / Dad’s gone mad / 21 / Years 3-4 programme of study: READING: Comprehension
To develop positive attitudes to reading and understanding of what they read by increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
Talk about it / Baked in a pie / 21 / Years 3-4 programme of study: READING: Comprehension
To participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Get writing / Payback time / 25 / Years 3-4 programme of study: WRITING: Composition
To plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, grammar and vocabulary.
To draft and write by in narratives, creating settings, characters and plot.
Get writing / The dreaded shrinks / 25 / Years 3-4 programme of study: WRITING: Composition
To draft and write by in non-narrative material, using simple organisational devices such as headings and sub-headings.
Get writing / Sensational scoop / 26 / Years 3-4 programme of study: WRITING: Composition
To draft and write by in non-narrative material, using simple organisational devices such as headings and sub-headings.
Get writing / A new character / 26 / Years 3-4 programme of study: WRITING: Composition
To draft and write by in narratives, creating settings, characters and plot.
Get writing / Roly-Poly Bird’s words / 27 / Years 3-4 programme of study: WRITING: Composition
To draft and write by in non-narrative material, using simple organisational devices such as headings and sub-headings.
Get writing / An alternative ending / 27 / Years 3-4 programme of study: WRITING: Composition
To plan their writing by discussing and recording ideas.
To draft and write by in narratives, creating settings, characters and plot.
Assessment / Using stereotypes / 31 / Years 3-4 programme of study: READING: Comprehension
To understand what they read, in books they can read independently, by checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
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