Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts

Wednesday, 2 December 2020

22 Great Middle Grade Books From 2020 (Part 1)

I feel like this year I've read far fewer of the newly released middle grade books - I think I've read more grown-up books this year, particularly more adult non-fiction, and I've read a few older children's books too. 

However, I've read a decent number of really great books released for children in 2020 - enough to share a few in a round-up blog post. Now obviously, because I've not read all the books published in 2020, I can't call this a 'best of' list, so instead it is just a list of really great new books to add to your shelves or put under someone's Christmas tree.

In no particular order, here are the first 10:

The Midnight Guardians by Ross Montgomery (Walker)

twitter.com/mossmontmomery

A historical, magical tale which sits so comfortably in a long tradition of children's literature and makes for an original but familiar-feeling read. Readers will feel the warm homeliness of such classics as the Narnia stories and The Wind in the Willows whilst recognising the gritty realities and family drama of war that they've read of in Goodnight Mr. Tom and Carrie's War. The Midnight Guardians brings together two worlds at war, weaving folklore, magic and oh-so accurate historical fact together into a truly engaging race-against-time tale of dark versus light.

The Midnight Guardians can be found on my Children's Historical Fiction - Fantasy and Magic bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-fantasy-magic

The Night Bus Hero by Onjali Q Rauf (Hachette)


After the huge success of The Boy At The Back Of The Class, and it's follow-up The Star Outside My Window, Onjali Rauf was back in 2020 with another modern tale of derring-do. Interestingly, this time it's the turn of a school bully to take the role of protagonist. As in all good children's stories, his transformation slowly takes place as he begins to understand more about the plight of homeless people: a bid to impress his mates with his unkindness leads to him both witnessing, and helping to solve, a crime. This modern mystery story is certainly a page-turner, and just like it's predecessors is a celebration of the difference children can make in the world.

The Night Bus Hero can be found on my Children's Historical Fiction - Mystery & Detective Stories bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-mystery-detective-stories

Boy, Everywhere by A.M. Dassu (Old Barn Books)

twitter.com/a_reflective

Quite a few books have been published in recent years which portray the plight of refugees. Boy, Everywhere sits nicely between books aimed at older children, such as Boy 87 and Illegal (which have a slightly more graphic portrayal of the harsh realities involved in seeking refuge in another country) and The Boy At The Back of The Class and The Fox Girl and the White Gazelle (which don't go into as much detail but rather focus on the realities of life after making the often hazardous journey). Boy, Everywhere provides the modern parallel to books about World War 2 refugees such as The Silver Sword and Number The Stars, providing a realistic picture (which has been praised by people who have experienced similar circumstances to those portrayed in the book) without some of the more distressing, potentially age-inappropriate details that sadly are the experience of some refugees. A very compelling read.

Boy, Everywhere can be found on my Children's Historical Fiction - Refugee Stories bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-refugee-stories

Noor-Un-Nissa Inayat Khan by Sufiya Ahmed (Scholastic)

twitter.com/sufiyaahmed

Just before hearing about this book I had discovered Noor Inayat Khan during some research for a year 6 topic focusing on the role of women and children in the world wars, so when I did discover this I was very keen to read it. I was really pleased then to win a copy in a competition from charity Making Herstory. Sufiya Ahmed does a cracking job of retelling a well-researched, child-friendly version of the key events in spy Inayat Khan's life. As a woman of Indian descent and the first female radio operator sent to Nazi-occupied France by the British SOE, it is an incredibly important story to be told, one which exemplifies how people of many ethnicities played a part in World War 2. Great for children to read alone but equally suitable as a curriculum-linked read aloud.

Noor-Un-Nissa Inayat Khan can be found on my Children's Historical Fiction - World Wars bookshop.org list: https://uk.bookshop.org/lists/children-s-historical-fiction-world-wars

The House of Clouds by Lisa Thompson (Barrington Stoke)

twitter.com/lthompsonwrites

A short story this time from Lisa Thompson for the ever-excellent Barrington Stoke (who specialise in books designed specifically for dyslexic readers). In this story of loss and hope, grief and guilt, Lisa blurs the lines between dreams and reality and ultimately leaves the reader questioning but willing to believe that there actually is just a little bit of magic present in this world. Tackling the difficult subject of losing a family member and the regret of not appreciating them enough in their lifetime, this story follows a girl's journey of discovery as she investigates the links between her grandad and a mysterious artist. A brilliant little tale for those who need a grown-up feeling book but don't always find reading the easiest thing to do.

The House of Clouds can be found on my Children's Historical Fiction - Short Reads bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-short-reads

The Invasion of Crooked Oak by Dan Smith (Barrington Stoke)

twitter.com/DanSmithAuthor

Chris King's cover illustration says it all, really. Bikes, supersoakers and an undead army is exactly what you get in Dan Smith's excellent short reader for Barrington Stoke. Opening up a market for books inspired by 80s movies that the kids of today probably haven't even seen but would love if they watched them, The Invasion of Crooked Oak will certainly appeal to adults of a certain age as well as children who just want an awesome, spooky, mystery adventure (and this is what plenty of children want). If you haven't got this for your class bookshelf, then do, and prepare for the next installment coming next year.

The Invasion of Crooked Oak can be found on my Children's Historical Fiction - Supernatural & Spooky Tales bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

The Monsters of Rookhaven by Padraig Kenny (Pan Macmillan)

twitter.com/padraig_kenny

More spookiness now in this Adamms Family-esque thriller. A strange assortment of otherworldly beings are confined to the grounds and house of Rookhaven, supplied and kept secret by the local villagers. Two siblings, a brother and sister, stumble through a tear in the magic veil and find themselves involved in a cruel plot to rid the world of the kinds of people who call Rookhaven their home. With amazing black and white illustrations from Edward Bettison, this book feels like very few others I've read - darkness permeates the book, yet the more the reader becomes familiar with the family, the more they realise there is real light in them. A subtle call to respect and love those perceived as outsiders, this beautifully-written story should be widely read and loved. Read my review for more: http://www.thatboycanteach.co.uk/2020/08/book-review-monsters-of-rookhaven-by.html

The Monsters of Rookhaven can be found on my Children's Historical Fiction - Supernatural & Spooky Tales bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

Eating Chips With Monkey by Mark Lowery (Piccadilly Press)


This was one of those books that you pick up in an idle moment, begin to read and then get totally hooked by. I loved the combination of serious subject matter and absolute hilarity - Mark Lowery takes sensitive content and treats it respectfully whilst allowing the reader to see the funny side of the events. After a traumatic accident, Daniel, an autistic 10-year-old, retreats into himself, only relating to his toy monkey and seemingly deaf to his family's attempts to help him. The narration alternates between Daniel (and the monkey) and his sister Megan as the family set off on a road trip to find the best fish and chip shops in the country in an attempt to help Daniel to recover. An uproarious read, one which one of my daughters has read cover-to-cover several times, which I would recommend to absolutely everyone!

Eating Chips With Monkey can be found on my Read By My LKS2 Daughter bookshop.org list: https://uk.bookshop.org/lists/read-by-my-lks2-daughter

After The War by Tom Palmer (Barrington Stoke)


Winning plaudits left, right and centre, Tom Palmer did it again this year with his portrayal of how children liberated from Nazi concentration camps learn to live again in the reviving surrounds of the Lake District. Based on careful research and focusing in on three friends Tom writes with such care and verve, bringing true events to life for a new, young audience. Back in March, just before we went into lockdown I reviewed the book and had this to say in summary: 'A tale of hope, friendship and altruism that is all too relevant in the current times we are living through.' Little did I know how those current times would turn out!

After the War can be found on my Children's Historical Fiction - World Wars bookshop.org list: https://uk.bookshop.org/lists/children-s-historical-fiction-world-wars

Crater Lake by Jennifer Killick (Firefly Press)


Another spooky mystery story - it's been a good year for them! This one reads like a comedy horror movie aimed at children, taking the year 6 school residential as its inspiration. It's probably a good thing that residentials were cancelled this year as any 11-year-old who'd read this would probably have a few nightmares about going away for a couple of nights. It's enough to put off any teacher planning a residential too, especially since the book basically features a virus - albeit an alien-induced one - that rips through the participants and staff with great efficiency. Anyway, I raved about it in other ways in my review, so have a read of that if you need further convincing: http://www.thatboycanteach.co.uk/2020/03/book-review-crater-lake-by-jennifer.html

Crater Lake can be found on my Children's Historical Fiction - Supernatural & Spooky Tales bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

Monday, 1 June 2020

Empathy Day: Guest Post by Planet Omar Author Zanib Mian

Empathy is a vital human force. One that creates happier children, stronger communities and a better world. It’s come into sharp focus during the pandemic and right now, we’ve never needed it more. Empathy is being able to imagine and share someone else’s feelings.

The good news is that it's a skill you can learn, and Empathy Day on 9 June aims to help everyone understand and experience its transformational power. Empathy Day focuses on how we can use books to step into someone else’s shoes. Scientists say that we can train our brain with stories – the more you empathise with characters, the more you understand other people’s feelings.

Empathy Day was established by not-for-profit EmpathyLab, who are on a mission to inspire the rising generation to drive a new empathy movement. On 9 June they will host a day of brilliant online events and home-based celebrations to help children READ, CONNECT AND ACT using empathy. Children can join in whether they're at home or at school, and authors, illustrators, schools and libraries across the country will all be taking part.

To mark the countdown to Empathy Day, Zanib Mian, whose book Planet Omar: Accidental Trouble Magnet is included in EmpathyLab’s Read for Empathy Collection, has chosen an extract from their book and tells us why they feel it’s a powerful read to develop empathy.


Extract from Planet Omar: Accidental Trouble Magnet, Chapter 8

One afternoon, when we were doing an art lesson about Picasso, Mrs Hutchinson was so excited about how he made everything abstract that her curls started dancing with joy. She asked us to paint self-portraits just like his. Charlie and I were having loads of fun giving ourselves colourful triangle noses and weird-shaped eyes, when Daniel walked past our desk and sent the dirty water pot tumbling onto my painting.

‘Oops, clumsy me …’

There he was again with the upside-down talking. It definitely wasn’t an oops moment, it was a hey, let’s ruin Omar’s painting on purpose moment.

Charlie’s mouth dropped open in surprise and my heart took a little dip, as if it was falling into a different and less comfy place in my chest.

It seemed like Charlie could tell exactly how I was feeling. Because he leaned in to whisper, ‘He’s just a big frogspawn head. I bet you can paint a new one even better!’ And he gave me the biggest toothy grin I’d seen yet.

I imagined what Picasso looked like. I wondered if he looked like some of his paintings, all out of shape, but happy. Happier than all the other paintings from those old days. And then I thought, hey, what if some kid had ruined Picasso’s painting at school one day, which is why it came out all different and weird and that’s what made him famous? So I took my paintbrush, I grabbed it like it was alive and like it was the first time I ever held a paintbrush, and I painted.

When Mrs Hutchinson saw my work, her curls almost rose to the ceiling.

‘Omar, Omar,’ she said. ‘You DID this?’

‘Yes, Miss.’

‘It’s … wow. It’s brilliant!’

Daniel’s face was red. Like the beetroots my dad will never eat. He passed me a note.

It said:

WATCH OUT

Zanib Mian writes:

As I wrote this, I felt sad for Omar. But I also felt very proud of both Omar, and his new best friend Charlie, for how they handled the situation.

When Daniel tips over the paint pot, Omar recognises his emotions and allows himself to feel them, which is always the first step towards moving on from them. He didn’t use words like, ‘I felt sad,’ or ‘I felt upset.’ But we know how he felt because of the way he describes his heart falling into a different, and less comfy place in his chest. Unfortunately, everyone has probably experienced one of those moments when someone has said or done something, that made their heart ‘drop’ like that, with disappointment, sadness or discomfort, which is why readers might empathise with Omar at this point.

The reason I chose this extract to write about for Empathy Day however, isn’t solely for the empathy that it may elicit from readers. It’s because the way Charlie reacts upon seeing this happen to his friend is one of the most gorgeous Charlie moments in the book! Charlie is an amazing friend to Omar during this incident. He’s there for Omar. He sees Omar. He recognises how Omar might be feeling, and he does something to help him through. That is a wonderful example of showing empathy towards others. It’s a complete empathetic reaction.

What I love most is how this scene displays what showing empathy for someone can do. Encouraged by Charlie’s words, Omar regains his spirit and produces a piece of art more brilliant than before!
That’s the beauty of empathy – it has a great power to change every situation for the better.

For the first time this year, EmpathyLab will host its Empathy Day programme online to support families at home. Schools and libraries across the country will also be offering a wide range of home learning and story-time activities.

Prior to the big day, EmpathyLab are hosting a Countdown Fortnight on their social media channels (26 May-8 June). Highlights include brand-new empathy-themed illustrations from leading artists, short stories from favourite authors and video readings of empathy-boosting books and poems from the writers themselves. Families can also download a new Family Activities Pack, featuring 14 writing, drawing, crafting, listening and reading activities to do at home: https://www.empathylab.uk/family-activities-pack

Events on 9 June will begin at 9:30am with Children’s Laureate and best-selling author Cressida Cowell, who will introduce Empathy Day. The day’s activities, designed to introduce children to the concept and importance of empathy and how to put it into action, include a draw-along with Rob Biddulph, a poetry challenge with Sarah Crossan, Empathy Charades with Joseph Coelho, exercises on listening with Jo Cotterill and Robin Stevens, before rounding up the day with an activity on putting empathy into action with Onjali Rauf and Sita Brahmachari. Finally, an evening event with Cressida Cowell, Muhammad Khan and psychologist Professor Robin Banerjee aimed at parents, teachers and librarians will address the science that drives EmpathyLab.

The full programme can be found HERE https://bit.ly/EmpathyDay2020

Join in with the #EmpathyDay social media campaign and share your #ReadforEmpathy book recommendations.

Friday, 1 May 2020

Being A Reading Teacher 2020


Back in the summer of 2016 I blogged about how I'd become a Reading Teacher (with a capital R and T, as Teresa Cremin says). I reflected on how prior to that year, and therefore for quite a huge chunk of my career as a teacher, I had not even been able to class myself as a reader, let alone a Reading Teacher. I went on to outline the benefits of being a Reading Teacher that I had experienced in the 8 months since I had taken up reading again.

I re-read that blog post today, maybe for the first time since 2016. So complete is my transformation that I was shocked to even recall that there was a time when I was not a reader, nor a Reading Teacher.

Back then, I recommended that anyone wanting to develop a reading habit should join Goodreads, and I'd echo that today as it has been a boon to my development as a reader. There's a part of my character that really likes the challenge of trying to read a certain number of books and another part which likes to document my own progress.

Over the years my reading interests have meandered but never waned. Sometimes I read a lot of picture books. Other times I read a string of Middle Grade novels. After that I often get MG fatigue and read something a little more grown up, a little more factual, a little different, at least.

I've tried to read outside of my comfort zone without running roughshod over my rights as a reader. I read what I want (but not when I want - life dictates otherwise) and I follow my fancy: the next book on my TBR pile is not always the next book I read. If I get into Viking-themed children's literature then the next few books might just have to be along those lines too. Invariably this kind of activity causes me to side-step into reading of adult non-fiction related to the subjects and themes of the children's books I've been reading. One book inspires the next in one way or another.

I'm writing this as a reflective and celebratory post, so I am sorry if it comes across as smug and showboaty. But I'm also writing it because in the intervening years I think I have noticed a problem.

I have been fairly vocal about my love for reading, not only on social media but in the schools I have worked at and have worked up a reasonable reputation as someone who loves reading (I won nerdiest teacher award the year I left my previous place and my #shelfie was easy for the children to guess because it contained many children's books). But I think I may have given a false impression: namely that I have always been a reader and that it comes naturally to me. Children and colleagues do not know that I consciously transformed myself into a reader. I suppose I suspect that this makes going from zero to being a full-on reader is unattainable - that in some ways my obsession and fervour is actually a stumbling block to others.

I need to rectify this. I need to be brave enough to share my story - to show that changes can be made to one's habits. I think those who feel like there is no time in life to become a reader might need to hear my experience of how changing habits can make more time for reading. Or perhaps I'm just assuming too much that I can change other people? Even if I don't need to explicitly share these things, I certainly don't want to act in a way that puts other people off finding their own obsession with reading.

Another point of reflection for me is that, since writing, I have become class-less. I now no longer have so many opportunities to speak to children about my love for books. Sure, every day that I sit in the canteen and eat with the children I ask them about the books they are reading and engage with them on the subject. I get down on my knees at the bookshelves when children are choosing books and pick out a few recommendations - some children even know to come and find me for this purpose.

If my school is to be one where Reading Teachers lead in the classroom then the school needs a Reading Deputy to lead it. A Reading Deputy who finds and creates more opportunities in the day to share the book love with the children. If you are a class-less teacher who still manages to do this I'd be very interested to hear from you - Simon Smith and Karl Duke, I'm looking to you guys as I know you are doing fantastic things. But I know that there will be many other SLT members and other non-class-based members of staff who manage to take a lead on reading - please get in touch with your tips and advice for me!

There is a part of me which is satisfied that I managed to bring myself on this journey, regardless of whether or not others join me. But there still remains the desire to share this passion - and it will be this desire, this passion, that wins over the satisfaction of knowing that I myself am a reader. I understand the benefits of reading and I want other people to experience them too - that's no bad thing. So forgive me once more if this post was just some self-congratulatory tosh, but I can't stop talking up reading and trying to get other people on their own journey as readers.

Must dash - there are books to be read.

Saturday, 15 February 2020

Getting Ready For The 2020 KS2 Reading Test

If you're just here for the free resources, then here are the links:

Booklet 1: https://www.tes.com/teaching-resource/booklet-1-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12250306

Mark Scheme for Booklet 1: https://www.tes.com/teaching-resource/mark-scheme-for-booklet-1-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12260913

Booklet 2: https://www.tes.com/teaching-resource/booklet-2-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12257463

However, if you have a little more time, have a read about the thought process that has gone into the resource creation.

But, before you start reading my bit, I can't stress how important it is that you read Penny Slater's blog series of reflections on analysis of the 2019 reading test. It is in 4 parts and it has been the reading of these that has brought me to write this blog post about how I am hoping to prepare for the 2020 test:

https://www.hertsforlearning.co.uk/blog/reflections-analysis-2019-ks2-reading-sats-part-1

https://www.hertsforlearning.co.uk/blog/reflections-analysis-2019-ks2-reading-sats-part-2

https://www.hertsforlearning.co.uk/blog/reflections-analysis-2019-ks2-reading-sats-part-3

https://www.hertsforlearning.co.uk/blog/reflections-analysis-2019-ks2-reading-sats-part-4

One of our main reflections on having given our year 6 children a go at some of the past papers is that stamina is a key skill which needs to be developed.

With this in mind, I looked at the wordage breakdowns that Tim Roach and Penny Slater provided:

Given that 2019's test had the longest reading extracts ever I decided to use its word count as a benchmark for developing some reading comprehension activities that we could use with the children to develop their stamina.

It wasn't just the word count that was the issue. Previously, we had no way of checking whether or not the reading materials we were using in reading lessons were of a comparable difficulty to the texts used in the tests.

I used a simple online analysis tool to get some more information: https://datayze.com/readability-analyzer.php

I ran each of the three 2019 reading texts through the tool and got the following information:

The Park:


Fact Sheet: About Bumblebees:


Music Box:


Using this data I set about finding similar suitable texts (in both length and readability) to use for a series of test-like comprehension activities. The aim of these activities is to replicate the length and readability of the second and third texts in the 2019 paper so as to provide around 40-45 minutes' worth of reading and answering questions. So far, at my current school, reading lessons have not provided such practice at such length so in the run up to Easter we have adapted our timetable to allow for longer reading lessons.

To aid me in the creation of these questions I re-made the questions from texts 2 and 3 of the 2019 paper and used these as a template (click the link to download these from TES). I also did a quick analysis of both question types (e.g. short written answer, complete the table, multiple choice tick box etc) and an analysis of the content domain coverage (using the information in the mark scheme):

Fact Sheet: All About Bumblebees:

Content Domains:

2a = 2/19 marks = 11%
2b = 9/19 marks = 47% (2 mark questions)
2c = 6/19 marks = 32%
2d = 3/19 marks = 16% (inferences in NF)
2g = 1/19 marks = 5%

Question types:

Short answer (one line): 14, 17, 18, 21, 26 = 5/15 = 33%
Medium answer (two lines): 19, 22b, 27 = 3/15 = 20%
Complete table: 15, 25 = 2/15 = 13%
Multiple choice tick box: 16, 20, 23 = 3/15 = 20%
Tick table: 22a, 24 = 2/15 = 13%

Music Box:

Content Domains:

2a = 1/17 marks = 6%
2b = 5/17 marks = 29%
2d = 9/17 marks = 53% (3 mark inference questions)
2g = 2/17 marks = 12%

Question types:

Short answer (one line): 31, 34, 35, 36, 38 = 5/12 = 42%
Medium answer (two lines): 28, 30 = 2/12 = 17%
Long answer (3 marks): 39 (32 is also 3 marks) = 1/12 = 8%
Complete table: 32, 33 = 2/12 = 17%
Multiple choice tick box: 29, 37 = 2/12 = 17%

So far I have identified several texts which I have begun to create reading comprehension questions for. With the ones I have created so far I have stuck quite closely to the questions from the 2019 test, however will probably deviate more to bring in more variety as I create more resources.

Here are the texts I have found so far (texts in bold are texts from 2019 test):

Fiction:

Title
Wordage
Ave. Score
Flesch Reading Ease
Jane Eyre
807
3.242
98.05
The Wrong Train
800
3.54
97.29
Armistice Runner
774
3.634
92.19
Music Box
908
4.414
90.64
Louisiana’s Way Home
803
4.436
89.78
The City of Secret Rivers
789
4.53
90.56
Floodworld
896
4.646
90.54
The Park
636
5.342
88.51

Narrative Non-Fiction:
Title
Wordage
Ave. Score
Flesch Reading Ease
Lightning Mary
495
3.52
94.32
The Girl Who Fell From The Sky
908
6.066
79.15


Non-Fiction:
Title
Wordage
Ave. Score
Flesch Reading Ease
Human Digestive System
870
5.574
79.7                              
Pets in Cold Weather
650
5.932
83.59
When You Grow Up
700
6.55
84.75
All About Bumblebees
632
6.87
68.48
Henry 8th Wives
748
8.594
70.77
All About The Circular Economy
814 (+diagrams)
8.754
66.51
Dr Jane Goodall Interview
789
8.784
67.47
What is a Bushfire?
657
9.218
64.46
Tutankhamun
649
9.408
61.42


Most texts have been sourced from Nat Geo Kids and LoveReading4Kids.

A note on the Flesch score: The Flesch score uses the number of syllables and sentence lengths to determine the reading ease of the sample. A Flesch score of 60 is taken to be plain English. A score in the range of 60-70 corresponds to 8th/9th grade English level. A score between 50 and 60 corresponds to a 10th/12th grade level. Below 30 is college graduate level. To give you a feel for what the different levels are like, most states require scores from 40 to 50 for insurance documents.

So, looking at the above non-fiction texts, and converting the US grade system to the UK year group system we find that, according to this simple analysis, All About Bumblebees could potentially be a year 9/10 level text, better suited to 13-15 year-olds. However, the Flesch Reading Ease scores are calculated using only number of words, number of sentences and number of syllables in words.

In order to get another idea of readability I also averaged out the scores from the 5 other readability scores that the analyser provides (Gunning Fog Scale Level, Flesch-Kincaid Grade Level, SMOG Grade, Dale-Chall Score, Fry Readability Grade Level). None of this is an exact science but I hope it gives a ballpark idea of how difficult the texts should be in order to match the texts in the test.

Interestingly, although the text The Park is shorter, and is in the number one position in the 2019 test, it comes out as being a slightly more difficult text than Music Box. In this instance, we must assume the shortness of the text, combined with simpler questions (a heavier focus on retrieval than inference, for example), makes this an easier part of the test. I think it also shows us that the difficulty of the text based on these scores can vary, therefore the questions we ask must be complex enough (if we are wanting to replicate the difficulty of the test for practice purposes).

When choosing the non-fiction texts I tried to find things that of a similar interest level to the SATS texts - I also wanted to make sure that there was a variety of subject matter and text type. When choosing the fiction texts I tried to find extracts in which something happens - it wasn't just a case of finding a chunk with the right wordage.

With all this in mind, with the texts I currently have, I suggest the following order of use for the resources I intend to create:

Lightning Mary + Human Digestive System = 495 + 870 = 1365 words
Pets in Cold Weather + Jane Eyre = 650 + 807 = 1457 words
When You Grow Up + The Wrong Train = 700 + 800 = 1500 words
Henry 8th Wives + Armistice Runner = 748 + 774 = 1522 words
All About The Circular Economy + Louisiana’s Way Home = 814 + 803 = 1617 words
Dr Jane Goodall Interview + The City of Secret Rivers = 789 + 789 = 1578 words
What is a Bushfire? + Floodworld = 657 + 896 = 1553 words
Tutankhamun + The Girl Who Fell From The Sky = 649 + 908 = 1557 words

A few examples of the texts and questions that can be downloaded on the TES website:

Booklet 1: https://www.tes.com/teaching-resource/booklet-1-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12250306

Mark Scheme for Booklet 1: https://www.tes.com/teaching-resource/mark-scheme-for-booklet-1-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12260913

Booklet 2: https://www.tes.com/teaching-resource/booklet-2-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12257463



Once again, here's the link to download the reading comprehension resources:

Booklet 1: https://www.tes.com/teaching-resource/booklet-1-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12250306

Mark Scheme for Booklet 1: https://www.tes.com/teaching-resource/mark-scheme-for-booklet-1-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12260913

Booklet 2: https://www.tes.com/teaching-resource/booklet-2-year-6-sats-prep-reading-comprehension-based-on-analysis-of-2019-test-12257463

Please do keep checking back on that link as I will keep adding resources as I create them. Even if you don't need to use them as I intend to, hopefully they can be useful beyond my own setting.

Postscript:

I'd just like to make it clear that this isn't the only thing we will be doing in the run-up to SATS - we will still be reading a class novel, doing Reciprocal Reading, Fluency Reads and so on. We will also be soldiering on with teaching the wider curriculum!

Friday, 20 September 2019

Extract From 'Guardians Of Magic' by Chris Riddell

An extract from Chris Riddell's latest book 'Guardians of Magic', the first book in the new 'The Cloud Horse Chronicles' series:

Chapter 1: The Runcible Spoon

Zam Zephyr woke early and climbed out of bed, careful not to disturb the other apprentice bakers of Bakery No. 9, who were still fast asleep around him.

It was the day before the Grand Duchess of Troutwine's Tea Ball and Zam was too excited and nervous to stay in bed. Today, they would bake for the tea ball tomorrow. All twelve bakeries in the city competed for the honour of making the most delicious treats for the ball. If anything went wrong again, after last year's disaster that put Bakery No. 9 at the bottom of the heap, Zam and his friends would be sent home in disgrace. The thought of his father's disappointed face was too much to bear. No, Zam thought. He would do anything he could to make sure that his baking was perfect.

In the corner of the attic dormitory, his best friend Langdale the goat boy was gently snoring. Beneath the flour-sack blanket, his hooves twitched as he dreamed of chasing blue butterflies through the summer pine forests of the Western Mountains. In the other corner, the two Shellac sisters clutched the comfort shawl they shared. In the cots in between, the gnome boys from the Grey Hills slept soundless and still, five to a blanket, their small grey-tufted heads just visible.

Looking out of the window, Zam could see the golden roofs of the palaces glittering in the early morning sunlight. He gazed up at a billowing cloud and made a wish: 'To bake the best gingerbread ever, he whispered. 'Cloud horse, cloud horse, far from view, make this wish of mine come true.'

Zam took his apron and cap from the hook and crept out of the attic, leaving his friends to their dreams.

Zam ran all the way down the stairs to the basement, opened the door to the flavour library, and stepped inside. This was his favourite place. He loved how precise, tidy and ordered everything was here. He smiled to himself. With everyone asleep upstairs, it was the perfect time of day to practise without any interruptions.

Shelves lined the basement walls from floor to vaulted ceiling. Looking up through the glass paving stone, Zam could see the shadows of feet walking overhead as people passed the doors of Bakery No. 9.

The shelves around him were stacked with jars of all shapes and sizes, each clearly labelled.



Zam selected the jars he needed, opening each one in turn and taking pinches of the powders they contained. Carefully, he placed the spices on little squares of baking parchment, which he folded neatly and placed in different pockets of his apron. Satisfied with his choices, Zam crossed the stone floor to a large chest of drawers set in an alcove. He opened a drawer labelled 'Index of Crusts' and selected one with crinkle-cut edges and memorized the baking instructions written in small lettering on the underside.

‘For a crumbly texture, short, intense mixing and slow bake in quiet oven ... Zam read. The memory of the calm, reassuring sound of the head baker's voice filled his head, as it always did when Zam read his recipes. 'For a more robust biscuit, easeful mixing with broad, generous spoon and a short, fierce bake in busy oven...

‘Broad, generous spoon,' Zam repeated to himself, returning the crinkle-cut crust to the drawer and closing it. He looked up and was about to select one of the wooden spoons, which hung from the hooks in the ceiling, when he trod on something. It was a large spoon he hadn't noticed lying on the flagstone floor.

'That is so careless,' Zam muttered, picking it up. The spoon was broad and long handled, carved from a single piece of wood, by the look of it. Zam turned it over. It was a slotted spoon, full of small holes, with three large ones near the base of the handle.

‘Easeful mixing with broad, generous spoon,' the head baker's voice sounded in Zam's head.

‘Perfect,' he said, wiping the spoon on his apron before slipping it into a pocket.

He selected a favourite battered old book from a shelf: The Art of Baking. “There you are," he said happily and climbed the back stairs to the kitchen.

An hour later, the other apprentice bakers had been woken by the six o'clock gong and were filing in, putting on their caps and rubbing the sleep from their eyes. Balthazar Boabab, the head baker of Bakery No. 9, followed them into the kitchen smiling.

'Good morning, apprentices!' he said cheerfully, peering over the top of his half-rim spectacles. “As you know, the twelve bakeries of Troutwine are baking for the Grand Duchess's Tea Ball tomorrow, and we all have our parts to play.W

The head baker smiled again, a little ruefully this time. 'Bakery No. 1 is doing the first tiers. Bakery No. 2 the second and third tiers. Fillings are being produced by bakeries No. 3, 4 and 5. While No. 6, 7 and 8 are baking pastry shells and meringues. - Bakeries No. 10 and 11 are fruitcake and turnovers, and Bakery No. 12 is making floating islands...' Balthazar Boabab took a deep breath. 'This means, once again, Bakery No. 9 is picking up the crumbs…'

The apprentice bakers began to mutter. It wasn't fair. They had tried so hard, but they weren't being given a chance.

'I know, I know ...' said the head baker. 'It's not ideal, but after last year's cake collapse and exploding-eclair incident, Bakery No. 9 has a lot to prove ...'

'But that wasn't our fault,' protested one of the gnomes.

'The last head baker didn't pay off the League of Rats, said Langdale the goat boy, stamping his hooves, "and they ruined everything…'

'Nothing was proved,' said Balthazar gently. 'I am head baker now, and things are different, aren't they?'

Zam and the other apprentices nodded. It was true. Bakery No. 9 had changed since Balthazar Boabab had taken over: no more bullying, tantrums or random punishments. The kitchen was a happy place, and everyone was respected and baking beautifully. It was just as well. A year ago, after the disaster of the last tea ball, Bakery No. 9 had almost been shut down and everyone sent home. If Balthazar hadn't joined them from the fashionable Bakery No. 12, the apprentices would have had no future. None of them wanted to let him down.

"But what about the rats?' asked Langdale anxiously.

‘Let me worry about them,' said the head baker, doing his best to sound cheerful. ‘After all, we have heard nothing from the rats since I arrived.
Meanwhile, you have baking to do. We will be making the crusts as well as gingerbread and some spun-sugar decorations. And, at the tea ball itself –

Balthazar cleared his throat; even he couldn't sound cheerful about the next bit – 'Bakery No. 9 will be doing the washing-up.

The apprentice bakers groaned.

‘Langdale and the Shellac sisters are on shortcrust pastry shells,' Balthazar instructed. 'Gnomes are on glazed piecrust. Zam, are you confident to bake the gingerbread and help me with the spun sugar?'

'Yes, head baker,' said Zam excitedly. “I've already been down in the flavour library ...

‘Baker's pet,' muttered Langdale.

Balthazar gave the goat boy a stern look. But before he could say anything, an unexpected sound silenced them all.

In the shop, the doorbell had rung, and now they could hear the scritch-scratch of claws on the floorboards.

'I smell a rat,' said Langdale.
 


Publishing 19th September 2019 | Hardback, £12.99 | Macmillan Children’s Books | ISBN 9781447277972