Tuesday 7th July 2026

LC: To build on other people’s ideas to create our shared vision for Year 5.

Tongue Fu & Brown Belt

Brown Belt Objective: Encourage teamwork by building on others’ ideas.
Tongue Fu Talk Move: Build – listen carefully and extend another person’s idea.

 

• I listen carefully.
  • I use a Tongue Fu talk move to build on someone else’s idea.
  • I help my group reach a shared decision.

Starter (10 minutes) – Tongue Fu Warm-Up

Display the statement: 'Year 5 should be fun.'

Model a poor response:
'No, I think it should be harder.'

Then model a Tongue Fu Build response:
'I'd like to build on that. Year 5 should be fun because we learn exciting new things.'

Invite children to practise using:
• I'd like to build on your idea...
• I agree and...
• We could also...
• That makes me think...

Main Activity (30 minutes) – Build Our Year 5 Charter

In groups of four, pupils create a poster titled 'In Year 5 we want our classroom to be...'

Headings:
• Respect
• Learning
• Teamwork
• Independence
• Kindness
• Challenge

Rules:
1. Each child shares one idea.
2. Before giving a new idea, pupils must first build on someone else's.
3. Groups agree on their best ideas to create one shared charter.

Example discussion:
Child A: 'We should help each other.'
Child B: 'I'd like to build on that. We could help each other before asking the teacher.'
Child C: 'Adding to that, we could celebrate children who help others.'
Child D: 'So we're saying we want everyone to support each other.'

Tongue Fu Talk Stems

Build:
• I'd like to build on your idea...
• I agree and...
• We could also...
• That makes me think...

Clarify:
• Can you explain that?
• What do you mean by...?

Summarise:
• So far we've agreed...
• Our main idea is...

Whole class discussion:

Each group nominates one speaker.

Sentence stem:
'Our group decided that...'

Reflection:
• Which idea changed because someone built on it?
• How did building on ideas improve your discussion?

"Mission Year 5"

"Someone has mixed up all of the Year 5 place value equipment! Your team are Place Value Detectives. Each mystery gives you clues about a number. Solve each one to earn a letter. At the end you'll unlock your Year 5 code."

Children work in mixed-ability groups.

Each completed challenge earns one puzzle piece.

When all five are completed they unlock a secret code.

 

Mystery 1 Build this number: 6,438 Then complete: Build it with counters. Draw it on a place value chart. Write it in words. Write the expanded form. Explain the value of the digit 4.	Answers:
Mystery 2 A detective found: 4 thousand counters 13 hundred counters 2 tens 5 ones Questions: What number is shown? Can you regroup it? Which representation would be easier to read?	Answers:
Mystery 3 A Year 5 pupil built 8,504 like this: 8 thousands 5 hundreds 4 ones What is wrong? Correct the mistake and explain why.	Answers:
Mystery 4 Represent: 10,000 Then explain: Why is the ten-thousands digit important? What happens if it becomes zero?	Answers:
Mystery 5 (Challenge) Represent 8,642 in as many different ways as you can. Example: 8 thousands 6 hundreds 4 tens 2 ones 7 thousands 16 hundreds 4 tens 2 ones How many can your team find?	Answers:

 

LC:To write a descriptive narrative opening inspired by a visual image.

 

• I can use expanded noun phrases to describe.
• I can choose ambitious vocabulary.
• I can vary my sentence openings.
• I can engage the reader.

 

 

Starter (10 minutes)

See – Think – Wonder

Display the picture without saying anything.

Children have one minute of silent thinking.

Complete three headings.

I see...

Only things they can actually see.

Example:

• A huge creature
• A boat
• Mist
• Mountains
• Someone reaching out

 

I think...

Inference.

Example:

• The creature isn't dangerous.
• They've met before.
• The child is lost.
• The monster is protecting them.

 

I wonder...

Questions.

Examples:

• Why is the monster alone?
• Where are they?
• Can anyone else see it?
• Is the monster real?

Share ideas as a class.

 

Vocabulary Challenge (10 minutes)

On your post sticks generate vocabulary.

Challenge- think about:

Powerful verbs

loomed

towered

emerged

glided

stretched

hovered

 

Adjectives

ancient

colossal

mysterious

gentle

shadowy

majestic

 

Expanded noun phrases

the towering sea creature

the icy, silent lake

the tiny wooden boat

the mist-covered mountains

 

Similes/Metaphors

as silent as a ghost

like a mountain rising from the water

 

Oracy Activity (10 minutes)

Hot Seating

Ask:

Who is this?

Options:

• the child
• the monster

Choose one volunteer.

The class interviews them.

Examples:

Why are you here?

Are you frightened?

What happened before this moment?

 

 

Main Writing Task (30–40 minutes)

Your Challenge

Write the opening of a story inspired by the picture.

You may choose ONE of these story starters:

Option 1

Describe the moment.

Begin with:

The water had always been silent until...

 

Option 2

The child is the main character.

Begin with:

Everyone told me monsters weren't real...

 

Option 3

Write from the monster's point of view.

Begin with:

Humans are always afraid of what they don't understand...

 

REMEMBER TO WRITE IN YOUR BEST CURSIVE WRITING.

squishies primary picture news resource england 6th july 1 .pdf