Building comprehension of 'The Proudest Blue'

English

Understanding the authorial context of 'The Proudest Blue'

Reading 'The Proudest Blue' and developing fluency

Engaging with key themes in 'The Proudest Blue'

Planning sentences about a special item based on 'The Proudest Blue'

Writing sentences about a special item based on 'The Proudest Blue'

Writing descriptive sentences about a special item based on ‘The Proudest Blue’

Reading aloud writing based on 'The Proudest Blue'

In The Proudest Blue’, children will learn about the text's author. In ’Atinuke and other authors’, children will learn about a wider range of authors. 

In 'Planet in a Pickle Jar', pupils explored a range of descriptive vocabulary and engaged with the story written from a child's perspective. In this unit, pupils will further develop their vocabulary and engage with themes of identity and belonging explored in this text.

In this unit, pupils explore themes of identity and belonging, learning a range of strategies to develop reading fluency and comprehension. They learn to use techniques, such as co-ordination and fronted adverbials, as well as similes and precise vocabulary, to write about their own special item.

'The Proudest Blue': reading and writing

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

It tells the story of a young Muslim girl getting her first hijab.

It tells the story of two sisters' first day back at school.

It tells the story of two sisters remaining proud of their muslim identity.

Which statement best summarises 'The Proudest Blue'?

What causes some children to bully and be unkind to Asiya?

What does Faiza compare Asiya's hijab to in order to demonstrate the normality and beauty of it?

Which strategies do we use when retrieving key information from the text?

Which strategies do you use when inferring meaning from a story?

It offers opportunities for hearing different perspectives.

It means we don't have to read the story again.

It helps us clarify and understand things.

How is having rich discussion beneficial for building comprehension?

If you find an unfamiliar word that you do not know how to read, which strategy should you use first?

to make a prediction about what is going to happen next

to find and take a piece of information directly from the text

to draw your own conclusion about the meaning of the text

What does it mean to 'retrieve' when reading a story?

to retrieve something explicitly written in the text

to draw meaning or conclusions from the words in a story

What does it mean to 'infer' when reading?

You can hear others' ideas and perspectives and develop your own.

Why is it good to talk about and discuss books with other people?

Building comprehension of 'The Proudest Blue'

Lesson outcome

Content guidance