Produced by Hertfordshire Traveller Education Project · Produced by Hertfordshire Traveller...

Produced byHertfordshire Traveller Education Project

Introduction

These plans were produced by Hertfordshire Traveller EducationProject to introduce schools to texts that have a positive reference toTravellers. Travellers include Gypsies, Irish Travellers, Fairgroundand Circus people. It offers suggestions as to how these texts can beused in the Literacy Hour.

Schools will be aware of the requirement upon them to teach withinan overall inclusive ethos. Gypsies are our oldest ethnic minoritygroup and as such, schools will want to include them within thecurriculum, whether or not they are on the school roll. With this inmind, this package offers an easy first step into the inclusion ofTravellers and Traveller culture.

Resources

We would recommend that you buy a selection of the following booksfor inclusion in your school library. However if you would like toborrow on a short term inspection basis these books are availablefrom

Hertfordshire Traveller Education Project,Hollybush Centre,

Fordwich Rise,Hertford.

SG14 2DFTel. 01992 553703FAX 01992 550144

[email protected]

Additional resources to use with each book plan are listed below thebook plan and can also be borrowed from the above address.

.

Year ResourceReception ‘Where’s My Teddy’Reception Ruby’s RabbitsY1. Term 1 Shaun’s WelliesY1. Term 1 Monday MorningY1 Term 2 Monday MorningY1 Term 2 Jimmy’s IdeaY1 Term 3 Monday MorningY1 Term 3 Toby’s New ShoesY2. Term 2 Monday MorningY2. Term 2 Jimmy’s IdeaY2. Term 2 Melissa to the RescueY2 Term 3 Toby’s New ShoesY3. Term 1 My Wonderful PlaceY3. Term 1 Fairground PoemsY4 Term 1 Christy’s DreamY4 Term 2 Zippo’s Book of the CircusY4. Term 2 Going to the Fair

The Fun of the FairY4. Term 3 The Travelling PeopleY4. Term 3 Horse for JoeY4 Term 3 Granny’s LandY5 Term 3 Christy’s DreamY5 Term 3 Traveller’s ChildY6 Term 1 Quick ThinkingY6 Term 1 The Travelling PeopleY6 Term 1 Gypsy CameraY6 Term 2 Gypsy CameraY6 Term 2 Romanichal Gypsies

Durham & Darlington Education Service for Traveller ChildrenTel. 01740 656998

ISBN 0–9538322-1-X

‘Where’s My Teddy’Story about a lost Teddy

ReceptionStrand Objective Activity

Communication Extend vocabulary exploring themeanings and sounds of new words.

Sequence story usingquestions and prepositions.Make up story.

Sustain attentive listening. Make upown stories.Listen with enjoyment.

Make up stories usingsame structure.Use props and story boxwhilst retelling stories.

Reading Retell narratives.Retell a range of familiar words.Understand elements of stories.

Look at other teddy storiesand children losing things.e.g. Dogger story box.

Writing Writing for different purposes.Simple sentences – punctuation.

Make a poster.Match names.Write simple questionsusing question marks.

Small Book: £5.35

Norfolk Traveller Education ServiceTel.01603 766133

ISBN 1 899728 05 7

Ruby’s RabbitsSimple text with flaps in question and answer form

ReceptionStrand Objective Activity

Communication Sustain attentive listening,responding to what they have heardby relevant comments, questionsor actions.

Use props (story box) andpuppets to encouragethinking how people feeland think.

Extend vocabulary, exploring themeaning and sounds of words

Look at questions andanswers and make upanother story.

Reading Read a range of familiar words.Understand elements of story – maincharacter, sequence of events.

Read the book togetherpausing for encouragementto ‘read’ the next word.Look at other stories aboutrabbits e.g. Peter Rabbit..

Writing Writing for different purposes as ameans of communication.Punctuation

Make a card for Mum andthe baby.Make a list of how to lookafter rabbit.

Norfolk Traveller Education ServiceTel. 01603 766133

ISBN 1 899728 01 7

Shaun’s WelliesA seek and find book with lift up flaps.

Year 1 Term 1Shared and guided readingStories with familiar settings.Stories with predictable and repetitive patterns.

Strand Objective Activity

Wordrecognition

9. To read common high frequencywords.

Shaun’s Word LottoWord Wellies

Sentence LevelWork

2. To use awareness of the grammar ofa sentence to decipher new orunfamiliar words.

To read ‘Shaun’s Wellies.

Text Level work 5. To describe story settings andincidents and relate them to ownexperience and that of others.

Who am I?Dress Shaun

ReadingComprehension

7. To re-enact story in a variety of wayse.g. through role play.

Toy trailer.Finger puppets

WritingComposition

10. To use patterned stories for modelsof their own writing.

To write patterned stories.a) using framework forShaun’s Welliesb) using their ownframework

11. To make simple picture storybookswith sentences, modelling them onbasic text conventions e.g. cover,author’s name, title, layout.

Use Large Welly notebookto draw pictures and drawcaptions about Shaun’sWellies.

Resources available from Herts. T.E.P. to support this textBig bookSmall book: £6.95Book Story SackBox: story tape painted background for story Shaun’s game (addition and matching within 10) footsteps to 10

sets and sizes with ‘wellies’

Hertfordshire Traveller Education ProjectTel. 01992 553703

Monday MorningThis non-chronological report depicts the first day at school for three children

from very different lifestyles.

Year 1 Term 1Shared and guided readingStory with a familiar settingStory with a repetitive pattern


Text Level Work 7. To describe story settings andincidents and relate them to ownexperience and that of others.

Independent Group TaskRe-enact story usingpuppets in the pack.

WritingComposition

11. Guided writing taskTo make simple picture storybookswith sentences, modelling them onbasic text conventions, e.g. cover,author’s name, title, layout..

Teacher introduction usingMonday Morning to talkabout the basic textconventions with the group.Using the book frame,pupils produce their ownbook.The task is differentiated byoutcome.

Resources available from Herts. T.E.P. to support this textBig book: £16Small book: £8Monday Morning pack including photocopiable resources.Monday Morning Story Sack

Hertfordshire Traveller Education ProjectTel.01992 553703


with very different lifestyles.Year 1 Term 2Story with a familiar setting.Shared reading

Strand Objective ActivityText Level Work 15. To build simple profiles of characters

from stories read, describingcharacteristics, appearances,behaviour with pictures, singlewords, captions, words andsentences from text..

Independent Group TaskBuilding simple profiles ofcharacters. (4 differentiatedtasks.)1. Using sheet with blankbox, either profile yourselfor choose a fictionalcharacter and build aprofile of that character.

2. Using Mako’s sheetcomplete the sentencesusing words from text.

3. Using Amy’s sheetcomplete sentences frommultiple choice words.

4. Using Jamie’s sheetillustrate each speechbubble.

WritingComposition

22. To write labels for drawings anddiagrams, e.g. growing beans, partsof the body.

Independent Group WorkLabelling and drawingbreakfast food on plates.

1. Draw favourite food onplate/dish and label.Complete sentence onsheet.

2. Draw favourite food onplate/dish and match towritten labels Completesentences on sheet.

3. Draw favourite food onplate/dish and match towritten labels.

Resources available from Herts. T.E.P. to support this textBig book: £16 Small book: £8Monday Morning pack including photocopiable resources.

Monday Morning Story SackThames Valley T.E.S.

Tel. 01189 774910ISBN 0-954-1903-0-0

Jimmy’s IdeaA charming story about a Traveller boy and his sisters using 90 high/medium

frequency words from list s 1 and 2

Year 1 Term 2NarrativeShared readingStory from another culture


Sentence LevelWork

4. Recognise capital lettersand full stops when readingand understand how theyaffect the way a passage isread.

1st, 7th and 10th text page, identifyand count capital letters and fullstops. Teacher retype text usinglower case letters pupils then addcapital letters and full stops incorrect place.

6. Use the term sentenceappropriately to identifysentences in writing, i.e.Those demarcated with acapital letter and a full stop.

Use text to count sentences.

Text Level Work 4. To retell stories giving themain points in sequenceand to notice differencebetween the written andspoken forms in re-telling.

In small group, in turns to continueto retell correct sequence of story.

7. To discuss reasons for, orcauses of incidents instories.

Oral questions from teacher, e.g.‘Why did Jimmy and Dad leave thesite every day?’

13. To substitute and extendpatterns from readingthrough language play, e.g.by using same lines andintroducing new words oradding lines.

Find words to substitute or find oneword that is equivalent in meaningto several others. e.g. scared/frightened, not as oldas/younger

15. To build simple profiles ofcharacters from storiesread, describingcharacteristics,appearance, behaviour withpictures, single words,captions, words andsentences from text.

Card photocopy cut out of Jimmy.Pupils to colour in clothes,characteristics written on whiteboard/cards. Words typed oncomputer. Jimmy + cards laminated+ velcroed for display

A4 Book: £5Hertfordshire Traveller Education Project

Tel.01992 553703


with very different lifestyles.

Year 1 Term 3Story with a familiar setting.Story from another culture.Shared and guided reading


Text Level Work 18. To read recounts and begin torecognize generic structure, e.g.ordered sequence of events, use ofwords like first, next, after, when..

Independent Group TaskSequencing events.(Threedifferentiated tasks.)Using the text describe thefirst three actions in Amy’smorning and illustrate.

Cut and paste in thecorrect order the first threeactions and pictures inAmy’s morning.

Cut and paste the orderedsentences to match thepictures.

WritingComposition

20. To write simple recounts linked totopics of interest/study to personalexperience, using the language oftexts read as models for own writing.

Make group class books ‘Our Day atSchool’, ‘Our Trip to….’

Teacher introduction onsimilarities and differencesbetween characters in thebook e.g.‘Where do they live?’‘Who do they live with?Different appearances –leading to a discussion onpupil’s own lifestyles.

Guided Group Writing TaskTo complete the zig-zagstory book sharing pupils’morning in words and /orpictures as appropriate.

Resources available from Herts. T.E.P. to support this textBig book: £16 Small book: £8Monday Morning pack including photocopiable resources.Monday Morning Story Sack

Bolton Education ServiceTel. 01204 8489 394042

Toby’s New ShoesJoe the farrier puts some new shoes on Toby, the horse.

Year 1 Term 3ReportInformation text


Text Level Work 18. To read recounts and begin torecognize generic structure usingwords like first.

Class DiscussionRead and discuss text,identify where it says ‘first’(p3). Identify tasks and howthey need to be done in aspecific order. What wouldhappen if the order waschanged. e.g. putting onshoe before old one wasremoved.Differentiated tasks:a) In pairs, to remembertasks and write them downon strips of paper and thensequence the strips ofpaper into order.b) Sequence alreadywritten task strips.

Sentence LevelWork

6. Through reading to reinforceknowledge of term ‘sentence’.(fromprevious term)

a) Text to be read aloud byproficient reader. Class toclap for full stop and say‘capital letter’ whenrequired at beginning ofnew sentence.b) Worksheet (enclosed) to rewrite sentencesputting in full stops andcapital letters.

Word LevelWork

1. To identify long phoneme sounds‘ee’ ‘oo’ ‘ai’

Ask children to identifywords withee. needs, feet, seeoo. hoof, smoothai. nail

Small book: £2

Hertfordshire Traveller Education Project Tel. 01992 553703


with very different lifestyles.

Year 2 Term 2Non-chronological reportStory from another cultureStory with a predictable and patterned language


Word LevelWork

4. To split familiar oral and writtencompound words into theircomponent parts.

In pairs, find compoundwords in the text then splitthem into their componentparts. Use worksheet.

5. To discriminate syllables in multi-syllabic words using words from theirreading.

Oral discrimination as partof whole class work.

Sentence Levelwork

7. To investigate and recognise arange of other ways of presentingtexts e.g. speech bubbles.

Draw a picture of each ofcharacters in the book -Amy, Jamie and Mako.Make a speech bubble foreach character and write init what that character couldbe saying.

6. To identify and describe characters,expressing own views and usingwords and phrases from the text.

Teacher identifies anddescribes one characterfrom the book either orallyor in writing – children haveto guess who it is. Childrenthen have to describe onecharacter in writing by whatthey do on their first day atschool.

WritingComposition

14 To write character profiles To write a simpledescription of one of thecharacters in ‘MondayMorning’ including theirfamily, pets and homes.

Resources available from Herts. T.E.P. to support this textBig book: £16Small book: £8Monday Morning pack including photocopiable resources.

Monday Morning Story Sack

Year 2 Term 2

Monday Morning

Can you find the 8 words in Monday Morning that can be splitinto 2 words. Write them in the table. The first one hasbeen done for you

Compound Word Component words

tiptoes tip toes

Thames Valley Consortium Traveller Education Service,Tel.01189 774 910

ISBN 0-954-1903-0-0Jimmy’s Idea

A charming story about a Traveller family

Year 2 Term 2NarrativeStory from another culture


Text Level 14. To write character profiles. Draw picture of Mary or Jimmy indefined area on paper. Describephysical characteristics of chosencharacter and use text to writewhether they are happy, sad,helpful, thoughtful, friendly etc.

4. To predict story endings. Write about what mary is going tomake.

16. Use dictionaries to findwords using initial letter.

Find names of different trees.Put in alphabetical order.

20. Make glossary of words. Find out information about the 5types of tree and draw picture.

Sentence Level 6/7 To identify speech marks.To use speech bubbles.

Choose pages with several sets ofspeech marks and discuss. Drawcharacters speaking using speechbubbles.

A4 Book: £5

Avon Consortium Traveller Education ServiceTel. 01454 862620/21

Small Book ISBN 09535065 17Big Book ISBN 09535065 09

Melissa to the RescueA charming story with moving parts in both small and big book versions.

Year 2 Term 2NarrativeShared readingStory from another culture.Story with patterned language.Strand Objective ActivityWord Level 4. To split familiar written compound

words into their component parts..

Find componentparts ofMelissa, winter,because,wheelbarrow.

7. To read on sight high frequencywords likely to occur in graded textsmatched to the abilities of readinggroups.

Guided reading.


4. To predict story endings/ incidents. On reading BigBook with theteacher to predictstory endings/incidents.

7. To prepare and retell stories throughrole play using narrative anddialogue from text.

Role play in groups.

WritingComposition

13 To use story setting from reading.e.g. re-describe, use in own writing,write a different story in own setting.

Make a story planthen write adifferent story usingthe same setting.

1 Big Book + 6 Small Books: £57

Bolton Education ServiceTel.01204 394042

Toby’s New ShoesJoe the farrier puts some new shoes on Toby the horse.

Year 2 Term 3 Small book £2ReportInformation Text.

Strand Objective ActivityText Level Work 13.

14.

To understand the differencebetween fact and fiction; to useterms ‘fact’, ‘fiction’ and ‘non-fiction’appropriately.

To pose questions and record thesein writing prior to reading.

Class DiscussionDiscuss the differencebetween fact, fiction andnon-fiction and recallprevious books read asexamples.Look at front cover.Establish that the horse isgetting new shoes. Is thisnormal for tame horses? Ifso the book is likely to bebased on fact. Read bookand decide if predictionwas correct.

Having established themeof book, with partners, writedown these questions onseparate pieces of paper.Share questions beforereading text.

Sentence LevelWork

2.

6.

The need for grammaticalagreement, matchingnouns/pronouns; using simplegender forms correctly.

To turn statements into questions,learning a range of ‘wh’ wordstypically used to open questions:what, where, when, who and to addquestion marks.

a) Cover last letters ofverbs in the book. Predictwhich verbs will end in ‘s’form of verb.b) Cover ‘his’ words.Children to predict whetherthe word is ‘his’ or ‘her’.Discuss why they are all‘his’.Look at previously writtenquestions and identifythose starting with ‘wh’words and discuss thedifference between what,where, when, who .Teacher to model turningstatement into question.e.g. ‘Toby needs newshoes’ to ‘Who needs newshoes’.Children to completeenclosed worksheet.

Hillingdon Traveller Education ServiceTel. 01895 813465

My Wonderful PlaceChild centred description of Appleby Horse Fair

Year 3 Term 1ReportsFact and FictionPoetry


Text LevelReadingComprehension

1. To compare a range of story settingsand to select words and phrases thatdescribe scenes.

A variety of story settingsto be read to class.Each group takes one bookand lists words andphrases that evoke thatsetting.

8. To express their views about a storyor poem, identifying specific wordsand phrases to support theirviewpoint.

Follow up activity to 1.Working individually usingwords and phrases todescribe their feelingsabout story.

WritingComposition

11. To develop the use of settings inown stories by writing shortdescriptions of known places.

To read the story first toencourage ideas.Discussion to encouragechildren to recall their own‘special place’ or ‘wonderfulplace’ or ‘frightening place’.

Sentence LevelWork

4. To use verb tenses with increasingaccuracy in speaking and writing.e.g. go, went etc.. Use past tenseconsistently for narration.

Share the text out betweengroups. Get each group torewrite their part in the pasttense. Read the wholestory out at the end.

Non-fictionWritingComposition.

23. To write simple non-chronologicalreports from known information eg.from own experience or from textsread, using notes made to organiseand present ideas. Write for a knownaudience eg. other pupils in class.

Using a selection ofappropriate booksincluding ‘My WonderfulPlace’ children make notesof parts that interest themand draft into a report to bepresented to class.

A5 book: £2

Fairground Poems

Davy’s First Switchback by Raymond WilsonFun fair by Philip F. WilliamsMerry-go-round by Clive SansomAbusement Park by Kenn Nesbit

Year 3 Term 1Poems based on observation and the senses.Oral and performance poetry from a different culture.Strand Objective ActivityText Level 6. To read aloud and recite poems

comparing different views of thesame subject; to discuss choice ofwords and phrases that describe andcreate impact, e.g. adjectives,powerful and expressive verbs e.g.stare instead of look..

Teacher to readpoems to class.Each group to re-read one of thepoems, discuss itand select wordsand phrases thatdescribe and createimpact.

7. To distinguish between rhyming andnon—rhyming poetry and commenton the impact of the layout.

Class discussion.

8. To express their views about apoem, identifying specific words andphrases to support their viewpoint.

Each child to selecttheir favourite ofthese poems. Thenwrite a paragraphon their reasons forselecting it.

WritingComposition

13. To collect suitable words andphrases, in order to write poems andshort descriptions; design simplepatterns with words, use repetitivephrases; write imaginativecomparisons.

Brainstorm nouns,verbs, adjectivesand adverbs as aclass. Each child towrite their ownFairground poem.

14. To invent calligrams and a range ofshape poems, selecting appropriatewords and careful presentation. Buildup class collections.

On computer, inpairs, children toinvent shapefairground poemusing different sizesof letter, fonts andcolours to producepoem.

See following pages for the above poems

Davy’s First Switchback

He clungto the metal bar, clench-ing itTIGHTas it swungand wrench-ed himleft, rightbackforwardssideways and Ohup up up UP(will it never touch the top?)to a sick-en-ingPLUNGEand an end-lessdropdropdroppingdowna dark pit-shaftthat’sDavy’s stomach.Then a suddenlungeand everything slows, steadies, slides and glides to a STOPRaymond Wilson

Fun Fair

Riding high then riding low,On our merry way we go,Music blaring – lights ablaze,Happy, happy, fun filled days.Candy floss and lemonade,Phew! Let’s find a little shade.Hoopla – darts to test your eye,Shall we have another try?Pocket money almost spent,Goodness knows just where it went;Having too much fun to care, How we love it at the fair!

Philip F. Williams

Merry-go-round

Red Horse|…green|…the Cambridge horseBlue as the summer sky…People call, organs bawl,The cavalry thunders by.

White horse|…grey…the chestnut horse…Fierce as the wind and fast,With flowing manes and plunging hoovesThe steeds go charging past.

Red Horse|…green|…the Cambridge horseBlue as the summer sky…The coloured music churns the air,The circling horses fly.

All day long on the crowded HeathThey run their endless race;The sun goes down, the flares come out,But still the hunters chase.

Red Horse|…green|…the Cambridge horseBlue as the summer sky…Into the night, the ball of white,The moon goes whirling by.

Slower the riders rise and fall,Slower their friends pursue –White…grey…chestnut…black…Red…green…blue…

Clive Samson

Abusement Park

We went to an amusement parkMy family and I.We rode on rides so scary,I expected I would die.

We rode a roller coasterCalled the Homicidal Comet.It had so many loop-de-loopsIt nearly made me vomit.

We rode The Crazed TornadoAnd it jerked us hard and quick.If it were any longer,We would certainly be sick.

We rode The Psycho Orchestra,Which packed a nasty punch.I think we’re pretty luckyThat we didn’t lose our lunch.

And last we rode repeatedlyThe Flailing Tilt-a-Whirl.It shook us all so sharply,I’m surprised we didn’t hurl.

I haven’t felt that nauseousSince I can’t remember when.I’m really looking forwardTo the day we go again.

Ken Nesbitt

Wiltshire and Swindon Traveller Education ServiceTel. 01225 771687

ISBN 0 86080 285xA Horse For Joe

A simple story with dual text. Delightful sketches and photographs featuringTraveller culture.

Year 3 Term 1Narrative: fact and fiction: reportStories with familiar settingsStrand Objective ActivityReadingComprehension

1. To compare a range of storysettings, and to select words andphrases that describe scenes.

In pairs, discuss then selectwords and phrases thatdescribe

a) living on a siteb) a horse fair.

2. Awareness of how dialogue ispresented in stories, e.g. throughstatements, questions, exclamationsand how paraphrasing is used toorganise dialogue.

Using overhead projector inclass lesson select andidentify dialogue on p26.

8. To express views on a story or apoem, identifying specific words andphrases to support viewpoint.

a. Use first paragraph toidentify key wordsregarding Joe’s feelings.

b. To express in writingpreferences and reasonsfor wanting a horse or abike.

WritingComposition

9. To generate ideas relevant to a topicby brainstorming, word association,etc.

Use topic of ‘Horses’

11. To develop the use of settings inown stories by writing shortdescriptions of known places.

Write a short description ofplace visited.

18. To notice differences in the style andstructure of fiction and non-fictionwriting.

To identify fact from fictionon pages 14 and 15.

Sentence LevelWork

2. To take account of the grammar andpunctuation. eg. sentences, speechmarks, exclamation marks andcommas to mark pauses whenreading aloud.

To be aware of commasmaking pauses pages 12-13, pages 22-23.

SentenceConstruction andPunctuation

3. To experiment with changing simpleverbs in sentences and discussingthem.

Page 4. Change thewording of the paragraphfrom disappointment tohappiness.

A4 Book £5Set of black and white photographs of horse fair available fromHertfordshire Traveller Education Project Tel.01992 553703

Caroline BinchPicture MammothISBN 074974092 2

Christy’s Dream Beautifully illustrated story of a Dublin boy’s quest for a horse of his own.

Year 4 Term 1NarrativeCharacter SettingCritical Literacy


Text Level Work 18. To select and examineopening sentences that setscenes, capture interest,etc.

To pick out key sentences/ phraseswhich convey information, mood,feelings and attitudes.

Contrast Christy’s feelings withthose of his parents.

19. To understand and use theterms ‘fact and opinion’;and to begin to distinguishthe two in reading and othermedia.

Compare the four main charactersand make a list of facts andopinions that they offer.

A4 book : £9.99

Going to the Fair by Gill Tanner £7A & C Black (Publishers) Ltd. ISBN 0 7136 3635 1

Beautiful photographs and pictures depicting historical and modern fairgroundsciences with text

The Fun of the Fair by Terry DearyGinn ISBN 0 602 26574 6

History of the Fair with jolly illustrations and clear chapter headings

Year 4 Term 2Non-chronological reportInformation books on same or similar themes.Shared readingStrand Objective ActivityReadingComprehension

15. To appraise non-fiction books fortheir contents and usefulness byscanning, e.g. headings, contentslist.

Compare contentspages of thesebooks.

WritingComposition.

21. To make short notes e.g. byabbreviating ideas, selecting keywords, listing or diagrammatic form.

In pairs make shortnotes on one of thefollowing topics.Roman Fairs, HolyDay Fairs, Fairs inthe Middle Ages,Frost Fairs, VictorianFairs.

22. To fill out brief notes into connectedprose.

In groups make upradio jingles toadvertise Fairgroundin 21st century thentape record jingles.

23. To collect information from a varietyof sources and present it in onesimple format.

Design a poster forthe Fairground inVictorian times usingcrayons/paints orFairground in 21st

Century usingcomputer.

25. To write explanations of a process,using conventions identified throughreading.

Going to the Fair.‘Pull on’ and ‘buildup’ pages 10-11.‘Thrills and Frights’p 20–21.‘Fast Food’ p24-25.’Pull down and pulloff’ pages 28 and 29.

Aardvark PublishingIndividual copy ISBN 1 872904 12 2

Pack of 5 copies ISBN 1 872904 13 0School Pack ISBN 1 872904 14 9

Zippos Book of the CircusInformation book on the Circus

Year 4 Term 2Non-fictionGroup work on information books on same or similar themes.Strand Objective ActivityText Level Work 15 To appraise a non-fiction book for its

contents and usefulness byscanning, e.g. headings, contentslist.

Use contents page tofind out about CircusFamilies, Zippo’s CircusLayout, The CircusShow etc.

16. To prepare for factual research byreviewing what is known, what isneeded, what is available and whereone might search.

As a whole class or ingroups, review what isalready known aboutthe circus and discusswhere one might findmore information.

17. To scan texts in print or on screen tolocate key words or phrases, usefulheadings and key sentences and touse these as a tool for summarisingtext.

To write summary of the text of theCircus Show,On the Roador The Build Up.

WritingComposition

11. To write character sketches,focussing on small details to evokesympathy or dislike.

Write a charactersketch on Zippo.

13. To write own example of descriptive,expressive language based on thoseread.

As above, but orally in agroup. Givepresentation usingillustrations to the restof the class.

23. To collect information from a varietyof resources and present in simpleformat.

To make a poster A3- toadvertise the circus.


20. To identify from the examples thekey features of the explanatory text,introduction, followed by sequentialexplanation, organised intoparagraphs.

Write a report for a localnewspaper/magazineabout a visit to a circusperformance.

20 To give a presentation. Use ofdiagrams and other illustrations.

As above – but orally ina group givepresentations usingillustrations to rest ofthe class.

A5 Book £5

West Yorkshire Education Service for Traveller ChildrenTel. 01274 370143

Granny’s LandShort narrative about Traveller children which shows the benefits of attending

schoolYear 4 Term 3Story that raises issues. Guided readingStory from another culture.Guided reading


Text Level workReadingComprehension

1. To identify social, moral and culturalissues in stories eg. dilemma faced bycharacters or the moral of the story, andto discuss how the characters deal withthem; to locate evidence in the text.

Ownership. Groupwork based onworksheet ‘What do Iown?’ See attached.)Leads to whole classgroup discussion.

2. To read stories from other cultures byfocussing on, e.g. differences in place,time, customs, relationships.

Mobility. Whole classdiscussion on stayingin one place just for ashort time. (refer topages 1 and 2). Whendo you stay in a placefor a short time? (E.g.holiday). What are thegood/bad things aboutit?Identify other cultureswho move (refer to theTEP for other supportmaterials relating) andtherefore have shortstays.

8. To write critically about an issue ordilemma raised in a story, explaining theproblem, alternative courses of actionand evaluating the writer’s solution.

In group, list issuesraised in ‘Granny’sLand’ then explainproblem and think ofalternative solutions.

WritingComposition

11. To explore the main issues of a story bywriting a story about a dilemma and theissues it raises for the character.

Plan, then write a storyabout a dilemma andthe issues it raises forthe characters in thestory using the‘Dilemmas’ fairy storyworksheets.

Granny’s Land(continued)Year 4 Term 3

WritingComposition

(cont.)

12. To write an alternative ending for aknown story and discuss how this wouldchange the reader’s view of thecharacters and events of the originalstory.

Plan then write analternative ending for‘Granny’s Land’.

13. To write own longer stories in chaptersfrom story plans.

To write a diary ofevents.To sequence picturesand their sentences.

23 To present a point of view in writing. e.g.in the form of a letter, a report or a script.

Non fiction work. Takea press article which iscomplaining aboutTravellers staying for ashort time on a site(examples availablefrom the TEP). Readand discuss the pointof view beingpresented. Write aletter of reply as if youwere one of theTravellers. Why areyou there? What doyou want people tothink of you? Explainabout where you aregoing to school etc.

Further extension work ideas Codes. Devise yourown codes (refer topage 4). Usefulsupport text: ‘Codesfor kids.’

Maps. Draw your ownmap of the areaaround where you live(refer to page 4)

WorkpackA5 book: £2

Caroline BinchPicture MammothISBN 0749740922


Year 4 Term 3NarrativePersuasion


Text Level

Sentence Level

18.

4.

To present a point of viewin writing eg. in the form ofa letter.

To use connectives tostructure the argument

To write a letter from Christy to hismum persuading her to let him keepthe horse.

Text Level 25. To design a poster to sellhorses.

To design a persuasive poster forhorse dealers.

A4 book : £9.99

Traveller’s ChildFor seven voices

This poem gives six different versions of the same person, a school girl calledAnnabel

Y5 Term 3Narrative - empathy point of viewChoral or performance poetryPoems from another culture



1. To investigate texts from differentcultures, considering patterns ofrelationships, social customs, attitudesand beliefs.To identify these features by reference tothe text.To consider and evaluate these featuresin relation to their own experience.

To use referencebooks and internet tofind out more aboutTraveller culture.

2. To identify the point of view from whichthe story is told and how this affects thereaders’ response.

To read the narrativefrom each of the 7writers points of view -identifying the reasonsfor the emotions eachwriter feels.

3. To change point of view. To describe thesituation from the pointof view of anothercharacter orperspective.

7. To write from another character’s pointof view e.g. re-telling an incident in letterform.

To write a letterdescribing theTraveller girl fromanother characterspoint of view.

11. To use performance poems as models towrite in polished forms through revising,redrafting and presentation.

To write aperformance poem inseven parts about ‘TheCircus.’

Traveller’s ChildFor seven voices

This is a poem which gives six different views of the same person, aschoolgirl called Annabel. She lives in a caravan with her father who workson the roads. As he has to move from job to job, so she has to move fromschool to school. Each verse gives clues about the children who arespeaking their thoughts about her.

Sharon

Do I like her? I like the wayher dark plaits flow down the back of her hair,and she seems proud of her funny clothes.She doesn’t say much, but we all knowwhat she wants: I envy that. She saysshe’s got a stack of My Guy I can readbut looks disgusted when I mention boys.She’s been to my home twice now,acted a bit strange I thought, awkward.Mum says she has cat like eyes.There’s a mystery about where she lives:I wonder why? And do I like her?

Susan

This is my chance, I thought,to find a real friend at last,not those who are nice to you on your ownand then nasty to you in a group;somebody I can tell my burning secrets to.I sit at her table,I lend her my swimming cap,I pick her first in games,I warn her against certain boys.But she never really notices me.Those green eyes just stare right through me.

Why? What have I done wrong?

Sandra

Look at her, the way she swaggers in classas if she owns the place. One of these daysI’ll tie those little girl plaits into aknot so hard she’ll never undo it.She thinks she’s so cool and clever,smarming up to the teacher. Yet,you never hear where she lives,where she comes from with her funny accent.There’s something fishy here:I’ll find out what it is.Then we’ll see who runs this class.

Darren

Suddenly, there she is, tall, beautiful,Right in the centre of my daydreamsin that leather waistcoat and multicoloured socks.We lock arms and roam around the streets, heads together –a dazzling couple.And I think of nothing else but her, her, her:her name is written on everything I touch.Yet never will I have the courage to tell her,never: she makes me feel so foolishwhen she looks at me.

Ian

Who’d believe that behind that smile is a spitting cat?I follow her out of the school gatesand across the allotments to the little lane.“Why are you following me, Bolan?”I turn on the charm. “I like the way you walk,the way your plaits swing, your nice legs…”

I thought she’d knock me over.If anyone had seen what she didI’d have died a thousand shames.Mum guessed when she saw the flaming patch on my cheek.It burns inside me.I’d better steer clear of that girl.

Annabel

Dear Mum, this school’s not badThough there’s some funny kids in my class,There’s one that’s really jealous of me,And another keeps pestering me take her home –But how can I let her know how I live?That’s when I wish I’d stayed with you.Then there’s a girl I feel sorry for,she’s cold-shouldered by the restbecause she tries too hard to be friends.I have boy trouble too – when didn’t I?Some of them stare at me as if moonstruck;One got a beautiful slap on the cheek.Dad’s moving on soon, he says; it’s a pity.I’ll never make new friends at this rate,I’m so lonely. I’ll write again soon.

Teacher

We are all sorry that Annabel is leaving so soon.She was very popular with the other children.Her cleverness was well hidden and perhapsshe was a little too quiet for her own good,but I know that we will all miss her.

Wiltshire and Swindon Traveller Education ServiceTel. 01275 771 687

Caroline BinchPicture MammothISBN 0749740922


Year 5 Term 3

Novels, stories and poems from a variety of cultures and traditions.To identify a point of view from which the story is told.Guided reading


Text Level WorkReadingComprehension

1. To investigate a range oftexts from different cultures,considering patterns ofrelationships, socialcustoms, attitudes andbeliefs.

Keep a class record of ‘Books wehave read from other cultures’.

Five children are given a characterfrom a book and are thenquestioned ‘in role’ on theirattitudes and beliefs by the rest ofthe class. Question charactersfeelings at different stages of thestory.

2. To identify the point of viewfrom which the story is toldand how this affects hereader’s response.

What is Christy’s point of viewthroughout the story - find evidencein the text.What does Christy’s Mum/Grandadthink about the horse.

5. To select poetry, justifytheir choice e.g. incompiling class anthology

Build up anthology of horse poetry.Build up anthology of Irish poetry.Build up anthology of Travellerpoetry

6. To discuss differences inlanguage used.

Look at dialect in the book. As thebook is being read five children readout the dialogue of the maincharacters and question if theywould express themselvesdifferently.Find other books with dialect inthem and build up a book containingshort photocopied excerpts from thedifferent texts. Short clip from video‘Into the West’.

WritingComposition

8. To record predictions,questions, reflections whilereading. e.g. through theuse of a reading journal.

What you felt whilst reading thebook. What questions it raised?What else would you like to knowabout Christy’s life?

9. To continue the story in thestyle of the author.

New chapter…what happenednext?New story… ‘Your dream’.

11. To use performance poemsas models to write and toproduce poetry in polishedforms through revising,redrafting and presentation.

e.g. Traveller’s Child (for sevenvoices) from ‘Whisked Away’.To look at poetry anthology and touse as stimulus for own writing.To look at photograph pack and useas stimulus for poetry writing.

17. To draft and writeindividual, group or classletters for real purposese.g. put a point of view,comment on an emotiveissue, protest: to edit andpresent to finished state.

Mum to write a letter to Christyexplaining why he can’t have ahorse.Grandad to write a letter to a friendexplaining the difficult position he isin.Christy to write a letter to the manfrom whom he bought the horsetelling him how the horse hassettled.a) W rite to the Chair of Governorssaying they think the school shouldbuy a horse for the use of all thepupils. How it would be funded andfed.b) Write as Governors to respond tothe letter in written form.

18. To write a commentary onan issue on paper or screen(e.g. as a news editorial,leaflet) setting out andjustifying a personal view;to use structures fromreading to set out and linkpoints e.g. numbered lists.

This could be connected to a recentvisit to the area by a highly mobilegroup of Travellers.

19. To construct an argumentin note form or full text topersuade others of a pointof view.

To use this argument when chosento stand at the front of class incharacter and respond to questions.

A4 book : £9.99

West Midlands Education AuthorityTel.01902 714646

Quick ThinkingA ‘say no to strangers’ booklet

Year 6 Term 1Non FictionRecords of observation which recount experiences and events.Guided reading



11. To distinguish betweenbiography andautobiography.

To discuss the effect on the readerof the choice between 1st and 3rd

person.

WritingComposition

2. Take account of viewpoint-explain how events mightlook from a different point ofview.

Re-write story from Katie’s point ofview.

15. To develop a journalisticstyle through consideringa) The interests of the

readerb) Selection and

presentation ofinformation

c) Balanced and ethicalreporting

d) What is of publicinterest in events

To write a report, selecting andpresenting information in a way thatwill keep the attention of the readerwhilst making sure that the report isbalanced and ethical.

16. To use the styles andconventions of journalism toreport on e.g. real orimagined events.

To write a report on a real orimagined event using theconventions of journalism.

18. Use I.C.T. to plan. Rewrite book summarising in bulletpoints – using I.C.T.

Newham , Hackney and Tower HamletsTel. 020-8557-6014

ISBN 0-9538008-3-0

The Travelling PeopleInformative book on history and present day lives of Travellers

Year 6 Term 1Strand Objective Activity

Word Levelwork

9. To understand how new words havebeen added to the language.

P11. Discuss how thesewords are now used in theEnglish language. Listwords in other languagesthat are now used in theEnglish language.

3. To build words from other knownwords. Increase awareness of themeaning or derivations of words.

P15. Discuss as a class. Inpairs make a list of whenone should use capital orlower case letters - giveexamples.

To check understanding of words. P24. Discussion of themeanings of the wordsgiven in the glossary.

Text Level Work 16. To use the styles and conventionsof journalism to report on real orimagined events.

Imagine you are aGypsy/Traveller. Writeabout the most importantevent(s) in your life so far.

17. To write a non chronological report Using the information inthis book, write a report onone group of present dayTravelling people who liveIn Great Britain andIreland.

17. To write a non chronological report Using the diagrams on P8and P9 and otherinformation gleaned fromthis book write a factualreport on each group –Romany Gypsies fromEngland and Wales, Irish,Scottish, Welsh, Circus,Fairground, New, Bargee,Roma.

Big book: £25Small book: £5

Creative Monochrome, 20 St. Peters Road, Croydon, Surrey. CRO 1HD

1SBN 1 873319 01 0Gypsy Camera

Beautifully presented sepia prints, largely historic.

Year 6 Term 1RecountBiography and autobiographyRecords of observations



11. To distinguish betweenbiography andautobiography.

Read Chapter 2 ‘My Gypsy Life’ byTony Boxall and compare andcontrast it with Chapter 3 ‘GypsyLife’ by Brian Raywid.•distinguish between fact andopinion• distinguish between implicit andexplicit points of view and howthese can differ.

WritingComprehension

14. To describe a person froma different perspective.

Describe Tony Boxall from theperspective of ‘Jim’.

15. To develop a journalisticstyle through consideringbalanced and ethicalreporting.

To write a newspaper report on thelifestyle of the Travellers in the60’s.

A4 Book £10

Creative Monochrome, 20 St. Peters Road, Croydon, Surrey. CRO 1HD

1SBN 1 873319 01 0Gypsy Camera

Beautifully presented sepia prints, largely historic.

Year 6 Term 2Novels stories and poems from a variety of cultures and traditions.To identify a point of view from which the story is told



1. To understand aspects ofnarrative structuresa) How chapters in a bookare linked togetherb) How authors handletime e.g. flashbacks,stories within stories,dreams.c) How the passing of timeis conveyed to the reader.

Small group discussion.Whole class discussion.

Text Level workWritingComprehension

11. To write own story usinge.g. flashbacks or a story toconvey the passing of time.

a) Autobiographical

b) Fictional

14. To write commentaries orsummaries crediting viewsexpressed by usingexpressions such as ‘Thewriter says that…’

Write commentary or summary onChapter 2. ‘My Gypsy Family’

A4 Book: £15

Wayland Publishers Limited, 61 Weston Road, Hove, East Sussex. BN3 1JDISBN 0 7502 2825 3

Romanichal GypsiesPart of the ‘Threatened Cultures’ series

Year 6 Term 2ArgumentDiscussion texts: texts which set out, balance and evaluate differentpoints of view.


Text Level Work 5. To analyse how messages,moods, feelings andattitudes are conveyed inpoetry.

Page 29 – poem. Investigate whichculture the writer comes from. Lookfor clues in the words he haschosen.

15. To recognise howarguments are constructedthrough the expression,sequence and linking ofpoints.

Pages 39 – 42. Find the main pointsof the Planning Law.Do you agree or disagree with thesepoints – why?In small groups prepare a minipresentation on why/why notGypsies should be allowed to stopwhere they choose/have alwaysstopped.

16. To identify the features ofbalanced (written)arguments whichsummarize different sidesof an argument.

Listen to mini presentations. Votefor chosen viewpoint and givereasons.

Sentence LevelWork

1. To investigate the use ofactive and passive verbs.Experiment intransformation from activeto passive and study impacton meaning.

P11. Find sentences that use activeverbs and change to passive. E.g.Jimmy’s mother washes his face.Jimmy’s mother stripped the walls.

Word LevelWork

4. Revision from Y5 term 2.To explore spelling patternsof consonants andformulate rules.Words ending in a singleconsonant preceded by ashort vowel doubleconsonant before adding‘ing’.

P25. Identify examples of this ruleand then think of some more. Putthese into a sentence –sitting,fitting. Which is the root of theword.

4. Learn and invent spellingrules

P29. Identify rhyming words – sortinto spelling families and usetext/dictionary to add to list.

A4 Book £10

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