Having had a few collaborative reads of the story, children could consider a journey that they have taken, perhaps with the school, out of school, or imagined through drama and role-play.Ĭhildren could then write a retelling of their journey, paying careful attention to the detail and beauty around them, as modelled in the text. Writing narratives about personal experiences and those of others (real and fictional) Sequencing sentences to form short narratives changing the y to an i when adding the -ful)Ĭhildren could write each one on a seperate piece of card / sticky note and order the words on a washing line of most to least apt when describing a rainbow.Ĭhildren could then write a free-form poem about a rainbow. Give them some time to add the suffixes, turning the words into adjectives and considering any changes in spelling that are needed (eg. Provide the children with a selection of root words and the suffices -ful and -less. Discuss the writer's choice of adjective - beautiful. Thundery clouds are blowing across the darkened sky.Ĭhildren could then use this collection of noun phrases to write a postcard home in role, describing what they saw.įormation of adjectives using suffixes such as -ful, -lessĭraw children's attention to the double page where the rainbow arches over the soup kitchen. I can see noisy children playing in the busy playground. In role as CJ and nana, children could role play describing their location / event, using a range of noun phrases, both borrowing from the book and innovating their own.
Examples include:Įncourage children to consider a location or event of their choice from the text. Having read the book together, collect the noun phrases used by the author, with support from the children. My heart was banging and i felt like I could fly.Įxpanded noun phrases for description and specification I saw the moon and the stars lighting up the night. Play some music for the class to listen to - encouraging them to close their eyes and let their imagination loose! Encourage the children to write about what they saw and how they felt. Ask the children to recall what CJ sees in his mind's eye when he hears it and re-read the text. Share the large double page image of CJ with his eyes closed, lost in the music. For instance:ĬJ ducked his head under the umbrella. Children could add captions to illustrations from the book or work in pairs to create a story map, adding labels.
Read the text together and collect regular past tense verbs to describe CJ's actions.Įncourage the children to retell the story, using the verbs collected. Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. Opportunities for exploration in the text In the resource here, you will find our suggestions for how this text could be used creatively to develop children’s writing skills in line with the Vocabulary, Grammar and Punctuation Programme of Study for year 1 and year 2. Saw a family of hawks slicing through the sky He saw sunset colours swirling over the crashing waves. This juxtaposition of the mundane with the magnificent is handled flawlessly as De La Pena’s narrative slips into poetry, giving us plenty of language to plunder in the classroom. “Some people watch the world with their ears” “Boy, what do you know about seeing?” Nana told him. There is beauty and wonder in everything around us if we take the time to notice it. Nana views the world differently and, along with CJ, we see it through her eyes. As we progress through this journey with CJ and his nana, however, we are transported. It appears to be a touching account of a boy’s journey on a bus with his grandmother. Its wonderfulness creeps up on you slowly, and catches you unawares. It does not seem to be as well-known on these shores, however. It has, quite rightly, received much critical acclaim – including winning the prestigious Newbery Medal and being shortlisted for a host of other accolades. Last Stop on Market Street by Matt De La Pena and illustrated by Christian Robinson is a wonderful book for young readers.
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