• Ask the children if the story could be set anywhere else. If so, what difference would that make to the characters? [if it’s not set in a lake, you wouldn’t have a fish as the other character] The moral of the story is the same wherever it is set, but the characters can vary with the setting.


• What do you think about the end of the story? [help the children understand that there is no right or wrong answer, but they need to learn to be able to justify why they have reached their decision].


• Would you like to make a different ending? If so, how would you change it? Encourage creativity. Reading – Word Reading


ENGLAND Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.


WALES Use the knowledge gained from reading to develop their understanding of the structure, vocabulary [and] grammar of English, and of how these clarify meaning.


SCOTLAND Use their knowledge of... context clues... and grammar to read with understanding.


NORTHERN IRELAND Use a variety of reading skills for different reading purposes; locate, select, evaluate and communicate information relevant for a particular task.


• Ask the children to find specific words in the story and identify their word class – e.g. noun, verb, adjective. You might try these words: golden, lake, sank, completely, suddenly.


• Get the children to go through the text and highlight every time they find any form of the word ‘fish’ and then identify how it is used grammatically:


• Fish (noun), fish (verb – he went to fish), fishing (verb; noun, the name of the hobby), fished (verb, past tense), fishing rod (noun), fishing tackle (noun).


• Look for other verbs that are used in the past tense and underline them. Writing – Composition + Vocabulary, Grammar and Punctuation


ENGLAND Draft and write by composing and rehearsing sentences orally (including dialogue). Read aloud their own writing, to a group or the whole class Punctuation: Use of inverted commas and other. punctuation to indicate direct speech. May also involve: Plan their writing; Evaluate and edit; Proof read for spelling and punctuation errors.


WALES Write in response to a wide range of stimuli [including] written; use the characteristic features of literary and non-literary texts in their own writing, adapting their style to suit the audience and purpose; use a range of sentence structures, linking them coherently and developing the ability to use paragraphs effectively.


SCOTLAND Enjoy creating texts of their choice and... select subject, purpose, format and resources to suit the needs of their audience; write independently, use appropriate punctuation and order and link their sentences in a way that makes sense.


NORTHERN IRELAND Tell, re-tell and interpret stories based on... literature; use the skills of planning, revising and redrafting to improve their writing; begin to formulate their own personal style.


• Set the children, working in small groups, to work on a retelling of the traditional story ‘The Old Man and the Golden Fish’.


• Ask them to retell it in a modern setting but keeping the same moral message. Remind them that the message is about greed.


• Ask them to rewrite it as a narrative with dialogue. Revisit the use of inverted commas and other punctuation for direct speech before they begin to write out the dialogue themselves.


• Arrange for less confident writers to work with support from an adult helper or ensure that the groups are of mixed ability to ensure peer-to-peer support.


• If time allows, ask some groups to act out their new story in front of the class. Get them to appoint a narrator to set the scene (if needed).


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