Activities for Responding to Reading in Year Five
Written and compiled by the Lancashire Literacy Consultants
Year 5 – 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, eachactivity has a reference to the Assessment Focus being developed. This will support teachersin covering a range of comprehension strategies and provide
part
of the ongoing evidence forassessing 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 selectionto others.
You may choose sheets that support work done in the shared and guided session, or sheetsappropriate to individual children’s personal reading.
Some of the activities are designed to be completed over time – such as collecting aspects oflanguage to use in the children’s own writing. These could be enlarged and displayed so that allthe children could contribute.
Some activities may need to be differentiated – they are on the Literacy web site and youmay 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 orexercise books. Or why not download the activity and work on screen.
Most of the activities provide opportunities for Speaking and Listening about books andreading.
Year 5 Reading Objectives:Strand Objectives
Make notes on, and use evidence from across a text to explain events or ideas.Infer writers’ perspectives from what is written and from what is implied.Compare different types of narrative and information texts and identify howthey are structured.Distinguish between everyday use of words and their subject-specific use.
7
Explore how writers use language for comic and dramatic effects.Reflect on reading habits and preferences and plan personal reading goals.Compare the usefulness of techniques such as visualisation, prediction andempathy in exploring the meaning of texts.
8
Compare how a common theme is presented in poetry, prose and other media.
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