Google Translate


Google Search

School Logo

Simply the BEST!


This week we will be reading our new class text called ‘There’s no dragon in this story’. We will begin this week by reading the story and getting familiar with the key words in the story focusing on vocabulary development and understanding the text. Children will write simple sentences about the dragon using sentence stems—I can, I have and I am.


Learning Intention:

To write simple sentences that can be read by themselves and others.













Hook – A message from the school office arrives to say that our new book has arrived. The book is wrapped up and has some clues attached.


  • Read the clues with children for the new story.
  • Write a list with the children of who/what the book could be about. Who do you think the characters might be based on the clues given?


  • Discuss what children know about dragons already. Children to talk to their partners and share ideas. What kind of a character do you think the dragon will be? Scribe ideas about the dragon.


Introduce the new story and read aloud: share the book ‘There’s No Dragon in This Story’. Stop at key parts in the story to discuss what is happening. Can children predict what will happen next?


Use think aloud’s to support children’s understanding and comprehension of the story. Stop at key parts asking key questions throughout encouraging children to join in with repetitive refrains. Use MTYT to say repetitive refrains – no no no there is no dragon in this story.


Encourage children to use full sentences to discuss what they think will happen.


Discuss the character the dragon – what is he like? Is he what we thought he would be like?


Model writing a simple sentence to describe the dragon using sentence starters – I can…, I am…, I have…


Model extending sentences using the conjunction ‘and’.


Model concepts about print  

LA: Emphasise direction of text (L –R) and top to bottom MA/HA: Distinguishing


Reread the text (or part of)


Focus on vocabulary development: Pick some key words out of the text to focus on and talk about the words meaning.

  • Captured
  • Rescued
  • Huff
  • Hero
  • Brave

Write the key words and add them to the literacy wall:

LSA to scribe and write the new words on the literacy wall as we discuss them as a class


Discuss the word brave. Why was the dragon brave?


Can you think of a time when you were brave? Model and encourage children to use full sentence: I felt brave when…


Think about some of the characters in the story. Adult to make a list of them with the children.


Choose one character and focus on what they are like using the sentence starters used for the dragon – I am…, I have…, I can…


For example, for the pig you might say I am pink, I have 2 brothers, I can build a house of sticks.


Discuss what happens first, then and finally – model putting the pictures in the right order on the graphic organiser. Children to think of some actions to go with the three key parts of the story to support story retelling.  


First the dragon went off in a huff

Then the giant blows the sun out

Finally the dragon is a hero


Model writing what happens first, then and finally.


Model concepts about print  

LA: Emphasise direction of text (L –R) and top to bottom MA/HA: Distinguishing between: Phase 2 capital letters/ lower case; & words/letters 

Provision Activities:



  • There are no events for the next 10 weeks.
Read more
Latest News

Latest News

Read more