World War 2 SATs Practice

Learning Objectives (WALT)

• WALT: Develop comprehension and inference skills using historical non-fiction texts.
• WALT: Analyse and understand vocabulary relating to World War 2.
• WALT: Practise answering Year 6 SATs-style reading questions with confidence and accuracy.

These objectives align with the National Curriculum for England, Year 6 English programmes of study:

• Reading comprehension: maintain positive attitudes to reading and understanding of what they read by continuing to read and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Develop confidence in reading aloud and understanding implications and inferences in texts (English > Reading > Comprehension).
• Understand the meaning of new words and how to apply them (English > Vocabulary, Grammar and Punctuation).

---

Success Criteria

• I can answer inference and retrieval questions based on historical texts.
• I can explain the meaning of key vocabulary from the World War 2 text.
• I can use evidence from the text to support my answers.
• I can complete SATs-style questions independently or with appropriate support.

---

Resources

• Copies of selective pages from World War 2 by Eyewitness (dyslexia-friendly format included)
• SATs-style question sheets based on the text extracts
• Visual vocabulary cards (with pictures and simple definitions)
• Whiteboards and pens
• Timers/stopwatches
• Lined paper or exercise books

---

Lesson Structure (30 minutes)

1. Introduction (5 minutes)

• Brief recap: Use a quick visual slideshow or images from World War 2 by Eyewitness to activate prior knowledge about WWII.
• Set the WALT: Write and explain the learning objectives clearly on the board.
• Explain the task: "Today, we will practise answering reading questions similar to those you will see in your SATs, based on a factual book about World War 2."
• Model: Together, read a short paragraph aloud (teacher reads with intonation, modelling fluency). Discuss keywords and their meanings using the visual vocabulary cards.

2. Guided Practice (10 minutes)

• Distribute differentiated SATs-style question sheets tied to the provided text excerpt:
  • Standard: Mix of retrieval and inference questions.
  • Support: Multiple-choice format with simplified wording and supporting visuals.
  • Challenge: Questions that require more complex inference and analysis about the author’s purpose or language effects.
• Students read their text version (dyslexia-friendly paper or coloured overlays available) and answer the questions.
• Teacher circulates, prompting learners:
  • For those struggling, focus on one question at a time and scaffold using questions like, “What does this word/phrase mean?” or “What part of the text helps you answer this?”
  • For advanced learners, encourage them to explain answers with textual evidence and justify their responses orally or in writing.

3. Paired Discussion and Feedback (8 minutes)

• Students pair up (mixed ability pairs recommended).
• They share answers, discussing differences and explaining their reasoning to each other.
• Teacher leads quick plenary, asking selected pairs to share answers and justify using text references.
• Highlight good examples of evidence use and vocabulary understanding.

4. Extension Activity for Advanced Learners (5 minutes)

• Challenge these learners to write a short paragraph explaining the importance of understanding historical texts like World War 2 by Eyewitness in preparing for their SATs.
• Encourage the use of new vocabulary learnt today and reference specific parts of the text.
• If time allows, these can be shared for peer reading.

5. Plenary and Next Steps (2 minutes)

• Recap WALT and success criteria.
• Ask students to self-assess: “Can you now answer inference questions with confidence?”
• Highlight how these skills will support their SAT reading paper preparation.
• Remind students to use the vocabulary cards and dyslexia-friendly texts for independent revision.

---

Differentiation Strategies

• Support: Simplify question wording, provide multiple-choice or matching question formats, use pictorial vocabulary cards.
• Visual aids: Dyslexia-friendly font, coloured overlays, and clear spacing on worksheets.
• Audio support: Teacher or teaching assistant reads aloud for learners with reading difficulties.
• Collaborative learning: Pair work to scaffold understanding through peer discussion.
• Challenge: Encourage deeper thinking with ‘explain your answer’ prompts and extended written responses.

---

Dyslexia-Friendly Reading Options

• Extracts printed in a sans-serif dyslexia-friendly font such as OpenDyslexic or Comic Sans, minimum size 14pt
• Use cream or pastel-coloured paper instead of white to reduce glare
• Text broken into short, manageable paragraphs with ample line spacing
• High-quality images and captions to support text comprehension
• Vocabulary cards with simple definitions and icons/pictures

---

National Curriculum Links

• Reading - Comprehension (Year 6): Pupils prepare for the Year 6 SATs reading paper by developing skills to identify and explain explicit and implicit information, retrieve information, summarise key points, and understand vocabulary in context.
• Vocabulary, Grammar and Punctuation: pupils should consolidate knowledge of key vocabulary they have learned through reading and use it in their answers confidently and accurately.
• Spoken Language: Pupils should participate actively in discussions, listen carefully, and articulate their reasoning clearly when explaining answers.

---

This lesson plan focuses specifically on reinforcing SATs-style reading question skills using a rich, factual historical text, supporting a wide range of learners, and incorporating effective, evidence-based strategies from the national curriculum expectations for Year 6 English.