Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Phase 1: Reading; response (4 days)

Teaching content:

• Introduce a particular author and display a collection of the author's work. Include books that children will be able to read independently during the course of the unit.
• Read several short stories, for example a series of stories with the same character or group of characters having different adventures. Ask children to look for author information on the cover before reading each book and then talk about the similarities and differences between each story.
• Invite children to respond to each story by expressing an opinion or asking a question about an aspect of the story, for example I enjoyed the part where...; It was funny when...; I wonder why the character decided to...
• Demonstrate how to find out about the author, for example by reading the book blurb or looking for websites, and make notes to add to the display.
• Encourage children to read more by the same author and express their response by commenting on important aspects.
• Read another book by the same author without revealing the author's name. Ask for suggestions and draw attention to aspects of the author's style, for example familiar characters or settings, or similar story structure. Review and discuss what you have found out about the author's style.

  Learning outcome:

• Children can talk about a text and explain their reaction to it.