L3.Yr5 Narrative M&S The Mysterious Glow in the Forest
Y5 - Shared and Dialogic Reading
English: Year 5
Unit 4: Engaging with narratives
Term 4, Week 3
Lesson duration is: 60 minItems in this lesson
Y5 - Shared and Dialogic Reading
English: Year 5
Unit 4: Engaging with narratives
Term 4, Week 3
Y5 – Speaking and Listening Expectations
Class Reading Rules
Listen with respect
Show you are listening by looking at the speaker, keeping still, and not interrupting.
2. Share your ideas
Speak clearly, use evidence from the text, and explain your thinking.
3. Build on others’ thoughts
Respond to your partner or classmate by adding, agreeing, disagreeing politely, or paraphrasing their idea.
4. Ask and answer questions
Use questions to explore the text more deeply and give thoughtful answers that show your understanding.
5. Increase your decoding skills
Participate properly during paired and choral reading times.
Y5 – Our Consistent Visuals
Show Me Boards – ‘Show Me Boards open and ready to respond.
Write – annotate your reading
Shoulder Buddy – Turn and tell or think-pair-share with you Shoulder Buddy.
Teacher only – teacher only reading or speaking
Shoulder Buddy - practise you reading/fluency skills with a buddy or work with a buddy to complete a task
Whole class – when we read together as a class, and we are snappy and together or we work together as a class to answer questions.
Add vocabulary to the learning wall
Make notes in your writing book or on your iPad
Y5 - Shared and Dialogic Reading
Y5 - Shared and Dialogic Reading
Learning Intention:
To use comprehension strategies to deepen my understanding of a text.
To broaden my vocabulary.
Success Criteria:
I will be able to understand both the literal and inferential meanings made by authors.
I will be able to understand and use more interesting words.
Y5 - Shared and Dialogic Reading
Session 1
Question or subject
🏙️ Elipsom
Quin's home
🌿 Evantra
Recap The Callers - Listen to chapter 3 & 4
Our new vocabulary word is ‘canopy'. Say it with me … canopy.
A canopy is like a roof or covering made by trees, leaves, or fabric…canopy
Session - Vocabulary
Session 1: Text Structure
A narrative will usually look something like this:
Session 1: Text Structure
A novel has chapters, and each chapter will form part of the narrative structure. To ENGAGE the reader the chapters may contain:
Question or subject
Session 1: Text Structure
The Silver Key
Leo crept into the abandoned tower, clutching the silver key he had found in the forest. Dust and cobwebs covered the stone walls, and the air smelled of old smoke. He wanted to discover what the key unlocked, hoping it might prove the legends about hidden treasure were true.
He reached a heavy wooden chest in the centre of the room and slid the key into the lock. For a moment, nothing happened. Then, with a loud click, the chest creaked open. Leo’s eyes widened—inside was not treasure, but a swirling pool of green light.
Just as he bent closer to look, the light shot upward, twisting into the shape of a shadowy figure. “I’ve been waiting,” it whispered.
Question or subject
Session 1: Text Structure
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Session 1: Text Structure
Text
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Session 1: Text Structure
What text structures have been found in the text?
Why has the author used them?
Session 1: Fluency
Question or subject
Session 1: Fluency
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Session 1: Text Structure
What text structures have been found in “The Mysterious Glow in the Rainforest”?
Why has the author used them?
Text
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Question or subject
Session 1: Text Structure
Yes. Mia and her uncle are exploring the rainforest, but they discover a mysterious green glow that Mia doesn't understand . She wants to know what it is.
Yes! Mia thinks the glow might be fireflies, but she discovers it is actually bioluminescent fungi (glowing mushrooms).
I want to keep reading because I wonder what other secrets are hidden in the rainforest and what Mia might discover next.
Her uncle reveals that scientist are still unsure exactly why the fungi glow. Which makes me curious to find out more and what wonder what other secrets in the rainforest might be hiding.
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Question or subject
The Callers - Listen to chapter 5
Y5 - Shared and Dialogic Reading
Session 2
Question or subject
Language features are the special tools writers use in stories to make their writing more interesting, descriptive, and powerful for the reader:
Session 2 - Fluency
Read the text aloud.
Question or subject
Question or subject
The Callers - Listen to chapter 5 & 6
Our new vocabulary word is ‘mesmerised'. Say it with me … mesmerised.
Mesmerised means so amazed by something that you can’t stop staring at it…mesmerised.
Session 2 - Vocabulary
Question or subject
Question or subject
Session 2: Language Features
Language features are the special tools writers use in stories to make their writing more interesting, descriptive, and powerful for the reader:
Session 2: Language Features
Session 2: Language Features
7
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Label each example with the correct language feature
Question or subject
Show don't tell
Metaphor
Personification
Repeptition
What characters say & do
descriptive language/ personification
Simile
Personification
Session 2: Language Features
Break time
What language features has the author used in the text "The silver key"?
Why has the author used them?
Session 2: Language Features
What language features has the author used? “The Mysterious Glow in the Rainforest”?
Why has the author used them?
Session 2: Language Features
"The forest was like a vast library"
" as though the forest was breathing"
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worksheet
Students to highlight the text on worksheet
Language feature:
Language feature:
Question or subject
"The forest was like a vast library"
" as though the forest was breathing"
Simile
Shows the reader that the rainforest is full of secrets and things to discover, just like a library is full of books.
To make the forest seem alive and mysterious, almost as if it is a living character.
Personification
Y5 - Shared and Dialogic Reading
Session 3
Question or subject
Question or subject
Question or subject
The Callers - Listen to chapter 7
Session 3: Revision
Thumbs up or thumbs down?
The candlelight danced across the walls of the cave. → Personification
Her backpack was as heavy as a mountain. → Simile
The bread was nice. → Descriptive Language
“I’m not leaving without you,” whispered Sam as he held her hand. → What Characters Say/Do
The playground was a jungle of noise and movement. → Metaphor
Run, run, run! Don’t stop now! → Repetition
Tom was angry. → Show Don’t Tell
The enormous, fire-breathing dragon swooped low over the trembling village. → Noun/Verb Groups
Question or subject
The candlelight danced across the walls of the cave. → Personification
Her backpack was as heavy as a mountain. → Simile
The bread was nice. → Descriptive Language
“I’m not leaving without you,” whispered Sam as he held her hand. → What Characters Say/Do
The playground was a jungle of noise and movement. → Metaphor
Run, run, run! Don’t stop now! → Repetition
Tom was angry. → Show Don’t Tell
The enormous, fire-breathing dragon swooped low over the trembling village. → Noun/Verb Groups
Thumbs up or thumbs down?
Session 3: Revision
can also be descriptive language
Noun group: the enormous, fire-breathing dragon
Verb group: swooped low
Noun group: the trembling village
Our new vocabulary word is ‘sprite'. Say it with me … sprite.
A sprite is a tiny magical creature, like a fairy or elf, from old stories…sprite.
Session 3 - Vocabulary
Session 3 - Vocabulary
Session 3 - Fluency
Read the text aloud.
Queston or subject
The Silver Key
Leo crept into the abandoned tower, clutching the silver key he had found in the forest. Dust and cobwebs covered the stone walls, and the air smelled of old smoke. He wanted to discover what the key unlocked, hoping it might prove the legends about hidden treasure were true.
He reached a heavy wooden chest in the centre of the room and slid the key into the lock. For a moment, nothing happened. Then, with a loud click, the chest creaked open. Leo’s eyes widened—inside was not treasure, but a swirling pool of green light.
Just as he bent closer to look, the light shot upward, twisting into the shape of a shadowy figure. “I’ve been waiting,” it whispered.
The context of a book is the time, place and real-life events happening when it was written. Understanding the context helps us figure out why the author chose that topic or made particular choices about language.
The context for “The Callers” was written in 2021, and its purpose is to show how family expectations and unfair rules can make life challenging, while encouraging readers to think about courage and fairness.
Session 3 – Inferring and Evaluating
Question or subject
we will be reading out loud, listening and following along with the text. I may ask the boys or girls to read, or I may call on someone by name. So make sure you’re paying attention and following along, because you never know when I might choose you to read!”
Why does Mia feel so amazed when she sees the glowing mushrooms, and what does this tell us about her character?
Session 3 – Inferring and Evaluating
I do:
Question or subject
Mia feels amazed when she sees the glowing mushrooms because ....
Why does Mia feel so amazed when she sees the glowing mushrooms, and what does this tell us about her character?
Question or subject
Mia is amazed and mesmerised by the glowing mushrooms, they remind her of fairy rings from old stories.
Why does Mia feel so amazed when she sees the glowing mushrooms, and what does this tell us about her character?
Teacher note: Highlight text in blue on microscope
Question or subject
The text says, “Mia leaned closer, mesmerised. The mushrooms reminded her of the fairy rings from old stories, where magical creatures gathered to dance in secret circles.”
Why does Mia feel so amazed when she sees the glowing mushrooms, and what does this tell us about her character?
Note: Highlight text evidence in green
Question or subject
This shows us that Mia is young, curious and values discovery. She is excited about learning what is in the rainforest and wonders what other secrets there are to discover.
Why does Mia feel so amazed when she sees the glowing mushrooms, and what does this tell us about her character?
Why does Dr. Ramirez explain the scientific reasons for the fungi’s glow, and what does this show about his values or role in the story?
Session 3 – Inferring and Evaluating
You do:
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Question or subject
Why does Dr. Ramirez explain the scientific reasons for the fungi’s glow, and what does this show about his values or role in the story?
Dr. Ramirez explains the scientific reasons for the fungi’s glow because.....
Question or subject
Why does Dr. Ramirez explain the scientific reasons for the fungi’s glow, and what does this show about his values or role in the story?
Dr. Ramirez is excited to share what he knows and helps Mia understand the science behind the rainforest.
Question or subject
Why does Dr. Ramirez explain the scientific reasons for the fungi’s glow, and what does this show about his values or role in the story?
The text says, “These are bioluminescent fungi,” and explains that “They make their own light.” He also explains that scientists have different ideas about why they glow
Question or subject
Why does Dr. Ramirez explain the scientific reasons for the fungi’s glow, and what does this show about his values or role in the story?
This shows that Dr. Ramirez is knowledgeable, curious and excited about science. He teaches Mia that nature can have different explanations and that scientists are still discovering new things.
Y5 - Shared and Dialogic Reading
Session 4
Session 4 - Fluency
Read the text aloud.
Question or subject
The Callers - Listen to chapter 8
Our new vocabulary word is ‘cluster'. Say it with me … cluster.
A cluster is a bunch or group of things packed closely together…cluster.
Session 4 - Vocabulary
Session 4 - Vocabulary
Session 4 - Summarising
What is Summarising?
Summarising is when you tell the main points of a story in a short way, using only the most important information. One way to do this is with Somebody–Wanted–But–So:
Somebody – Who is the main character?
Wanted – What did they want?
But – What was the problem?
So – How did they try to solve it?
Example:
Somebody: Little Red Riding Hood
Wanted: to visit her grandmother
But: the wolf tricked her
So: a woodcutter came to help
Session 4 - Summarising
The Silver Key
Leo crept into the abandoned tower, clutching the silver key he had found in the forest. Dust and cobwebs covered the stone walls, and the air smelled of old smoke. He wanted to discover what the key unlocked, hoping it might prove the legends about hidden treasure were true.
He reached a heavy wooden chest in the centre of the room and slid the key into the lock. For a moment, nothing happened. Then, with a loud click, the chest creaked open. Leo’s eyes widened—inside was not treasure, but a swirling pool of green light.
Just as he bent closer to look, the light shot upward, twisting into the shape of a shadowy figure. “I’ve been waiting,” it whispered.
Somebody – Who is the main character?
Wanted – What did they want?
But – What was the problem?
So – How did they try to solve it?
Session 4 - Summarising
Step 1: Summarise the key events:
Session 4 - Summarising
Step 2: Explain Why It’s Important for the Character:
Session 4 - Summarising
Step 3: Summary and Importance
Question or subject
Session 4 - Summarising
The Broken Compass
Jalen trudged through the thick fog that covered the mountain trail. In his hand, he clutched a small compass—his grandfather’s gift—that was supposed to guide him to the summit. But no matter how many times he checked it, the needle spun wildly, refusing to settle.
He wanted to reach the top before nightfall, but every step felt uncertain, and the shadows around him grew longer. Just as he was about to turn back, a faint golden light flickered between the trees. With no other choice, Jalen followed it, hoping it might lead him to safety.
When he stepped into the clearing, the fog lifted slightly, and the golden glow revealed an ancient stone marker carved with strange symbols. Jalen realised the compass hadn’t failed him—it had led him here for a reason.
Session 4 - Summarising
Step 1: Summarise the key events:
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Question or subject
Jalen
To reach the mountain summit before nightfall.
His compass was broken, and he couldn’t find his way.
He followed a golden light and discovered an ancient stone marker.
Step 1: Summarise the key events:
Session 4 - Summarising
Session 4 - Summarising
Step 2:
Explain Why It’s Important for the Character
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Question or subject
Step 2: Explain Why It’s Important for the Character:
Session 4 - Summarising
He realises the compass led him to the stone marker for a reason.
He may feel curious and hopeful instead of lost and confused.
Yes, he may want to discover what the strange symbols mean.
Step 3: Summary and Importance
Session 4 - Summarising
3
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Question or subject
Jalen was trying to reach the mountain summit, but his compass wasn’t working properly. When he was about to turn back, he noticed a golden light between the trees. He followed it and discovered an ancient stone marker with strange symbols.
Jalen realises his compass may have led him to the stone marker for a reason. This makes him curious about what the symbols mean and what he might discover next.
Step 3: Summary and Importance
Session 4 - Summarising
Session 4 - Summarising
You do:
Summarise the text.
Worksheet can be hard copy or on iPads.
Question or subject
Question or subject
