Dear Greenpeace

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Reading comprehension activities are a useful way to develop the key reading skills set out in the English National Curriculum. Reading a range of well written texts and answering questions based upon them can really improve how well pupils read non fiction texts. This interactive self-marking reading comprehension based upon the work of the environmental group Greenpeace provides work at three differentiated levels to cater for a wide range of ability levels within a class. It can be shared via a PIN code so that all pupils can access it on a range of mobile devices in class or at home. This resource is also a useful way to develop understanding about the threats facing our environment and what can be done to help protect our natural world. How can I improve my child's reading comprehension? In 2022, the European Parliament voted to classify carbon-free nuclear energy as “sustainable” and to include it in an important list called the “Green Taxonomy'' for sustainable finance. This was a HUGE win for science and a MASSIVE bit of good news for me and my gener ation. The book also highlights the exciting opportunities that Greenpeace can offer, ‘Perhaps when you are older you would like to sail the oceans studying and protecting whales with us.’ The forlorn Emily sitting on her bed now has hope of adventure and protecting whales like Arthur which takes the sting out of him leaving. Her room surrounded by posters and books of whales shows how she has continued her learning and has been studying already. Showing children that there are jobs where you can study the things you are passionate about is also a really important message. We never find out if Emily really did see a whale in her pond. I would like to think she did find Arthur in her garden and fed him cornflakes and stroked his head. I think the children would also like to believe this too as we form an attachment to Arthur throughout the book. This could easily lead on to a study about whales themselves and the journeys they take through the ocean when they go on migration. The children could imagine where Arthur goes next and continue his story as he travels through the waves.

It s about Emily who writes to Greenpeace regarding a whale she saw in her pond. She asks for more information on whales. https://images.google.by/url?sa=t&url=https://www.liveinternet.ru/users/gusionsaber/post499368810// Now after finally buying a copy to keep I wish I could borrow a piece of Emily’s cheerful tenacity, which refuses her to be disappointed just because someone suggested she might be so. And I hope that I’ll be always not quite grown-up enough to say something stupid like “There is this cute book about that whale-loving kid with a too vivid imagination.” I want to remain that adult who states: “Let me introduce resourceful Emily. She’s got a whale! In her pond! And she exactly knows who to ask for information without even having to involve her parents.”

Imagine that Lucy sees her whale again at a later date. Could you write a story about an adventure that they might have together? This story comprises of several letters between a young girl called Emily and Greenpeace regarding a whale that lives in her pond. Emily begins by requesting information on whales as she thinks she may have seen one in her pond. She explains to Greenpeace that she loves whales and thinks that the one she has spotted may be hurt. Greenpeace respond that Emily must be wrong as whales live in salt water, and so Emily replies that she has now added salt to her pond, every day before school. The letters continue to be sent with Emily sharing more information about the whale each time, and although Greenpeace do provide her with information, they continue to persist that there is no way that a whale could e living in the Emily’s pond. Eventually Emily writes to say that her whale, now named Arthur, has gone but writes a final letter to Greenpeace to say that she saw him at the beach and how much she loves him. This is a magical little story about wildlife, ecology and even touches on loneliness, as many of the illustrations have Emily alone in her preoccupation, with family life hurrying on around her.

I must point out to you quite forcibly now that in no way could a whale live in your pond. You may not know that whales are migratory, which means they travel great distances each day. I am sorry to disappoint you. The essence of the humour in this story stems from Greenpeace’s replies, each one a little more adamant that there is absolutely “NO” possibility of a large sea mammal residing in a garden pond. Emily is completely undeterred and continues seeking advice out of concern for her whale, and her replies are just as hilarious. The beautiful illustrations capture the enchantment of childhood and let the reader in on the fact that Emily and her whale are enjoying time together! Until next time, do good looking for adventures, clean your ears out for good listening and turn your noggins (brains) on for good learning. Think of some speech / thought bubbles to accompany the illustrations in the book. What is Emily thinking? What might the whale be thinking? Hello Yellow - 80 Books to Help Children Nurture Good Mental Health and Support With Anxiety and Wellbeing -The book also highlights the important work that Greenpeace does. Looking at the scientific advice Greenpeace gives to Emily, ‘Blue whales are blue and they eat tiny shrimp-like creatures that live in the sea.” shows they are experts in their field but are always willing to share their knowledge with children. The contrast between the scientific language used by Greenpeace and the conversational tone of Emily’s letters with short sentences, ‘I think I should call him Arthur, what do you think?’ can be compared when studying the language of different letters.