This comprehensive set of dyslexia resources provides training materials, a dyslexia guide and phase 5 workbooks which use visual techniques to learn how to read and spell. It is ideal for SENCOs, Subject Coordinators and teachers who are delivering training to teachers or parents on how to support students with reading and writing difficulties. The Comprehensive Guide can be used to help educators and parents understand dyslexia and use a range of strategies to support dyslexic students in their learning. It outlines eight strategies to support the educational and emotional needs of students with dyslexic type issues. It would be beneficial for teachers to use in the class to help students access difficult text. Packed with information about using colour to support memory, the forty-five page training programme can be delivered for INSETs, CPD and Parent meetings. It provides an explanation of the memory problems dyslexics experience and how to use visual and kinesthetic methods to remedy this issue. FInally, there are ten colour code workbooks to teach Phase 5 Phonics words and these can be used for students of all ages. They provide explicit teaching of different spelling patterns using colour codes to represent letters and syllables. It will provide a school wide strategy to improve spelling and reading fluency! The pack has everything you need to deliver a school CPD and training programme and will improve the educational experience of dyslexic students!

This resource is suitable for preparing for GCSE. English Language, Paper 2 – AQA. It contains sample Paper 2 Reading and Writing questions which students can use for practice. After the initial reading texts and question paper, there is a model reading response for students to compare their own work. A rubric is provided for them to carry out self assessment and reflect on the successful features of the model text. Students then move on to completing a writing question. Two responses are provided to read as a class. Students will then use a writing rubric to identify the successful features of the text. The resource has been successful in supporting students in engaging with Paper 2 and helping them understand what makes a good response to the reading and writing section for Paper 2. As well as making an effective resource, it would also be a useful part of a lesson observation or for a revision class.

Based on the GCSE, English Language, AQA Paper 1, Questions 2, 3 and 5, this unit supports students through model answers and suggested responses. The key GCSE, English Language reading text is from the Sci-Fi genre and the writing questions also cover this text type. The unit is split into a reading and a writing section. The reading component contains a key reading text, a vocabulary task to aid understanding and suggested responses to questions 2 and 3. The second section contains a picture prompt question and a story writing task. A model response to each of these writing questions is also provided. There are two plans to help student structure their own writing responses. The unit helps students who struggle to understand the language they need to use for a reading response and for writing descriptively. It is ideal for teachers, SENDCOs and teaching assistants. The unit would also be ideal for a revision session for Paper 1.

This short unit is invaluable to teach how to write a GCSE, reading response essay. It provides an extract, model essay, lesson plan, marking rubric and numerous language rich activities to aid understanding. Presented in a concise and interesting format, the student worksheet starts with the extract and two comprehension activities before they read the model GCSE essay. Next, there is a model essay with a spelling of key words activity and a reading fluency exercise to help familiarise students with the essay. Finally, students can write independently about another part of the play and use a rubric to peers assess. The unit provides an engaging framework in which to teach the extract question for GCSE English Literature. It would also save invaluable time for a lesson observation.

This is an invaluable resource for SEN students who are studying Macbeth for GCSE English Literature. Using techniques aimed at students with speech and language issues, the picture book provides prompts for students to engage with the text. The pictures capture the visual and symbolic elements of the play and can be used to discuss key themes and language presented in Act One of the GCSE text. Each picture is imaginative and visually striking which will engage students who struggle with Shakespearean language and do not enjoy the play. The pictures are accompanied with a caption aimed to scaffold their response to the play and lead them to using more literary and academic language. At the end of the picture section, there are some ideas how to use questions to gain more understanding and how to develop language. This resource is ideal for students with additional needs such as dyslexia, ADHD and AS. It can be used as a way to begin a lesson or to support students who require small group or individual support. SENCOs, Teaching Assistants and teachers who support students with additional needs will benefit from the resource. It will help them succeed in responding to Macbeth and improve their performance in the English Literature, GCSE exam.

The GCSE, Reading Response, English Language Unit supports students in understanding how to write an extended response to a question on the Reading Section. Dyslexic GCSE, English students have commented that the structure helps them see what they need to do to succeed in this type of question. The texts focus on a difficult relationship between two explorers. It scaffolds students response by providing a Vocabulary Bank to help write the topic sentences, a model answer and a marking rubric for an independent activity. The model essay sentence openers are coloured in blue so students understand the way they need to begin their own sentences. The unit finishes with an independent, reading response unit with a marking rubric. The unit is effective in supporting students who struggle to structure a reading response answer!

The unit is based on the GCSE, English Language, AQA, Paper 1 - Question 5 response. It includes picture prompts, model answers, plans and spelling activities. Key words are taken from the text and colour coded to help learners with additional needs learn to read and spell them. The model responses showcase different sentence openers used in GCSE, descriptive writing. Coherent plans are provided to help students structure their writing in response to the colourful pictures. Along with the models, additional short stories based on the settings of the beach and the city are provided. These also demonstrate the use of show not tell and interesting sentence openers. The resource provides a structured way to teach GCSE English Language, imaginative and descriptive writing in an engaging way!. It is useful if your students struggle to use appropriate language to structure descriptive or imaginative writing.

This GCSE, English Language, writing unit is based on an persuasive task about why they should choose a charity fund raiser. It contains a model answer, a spelling activity, a speaking and listening task and a grammar component. The unit has been successfully used to raise the attainment of students who struggle to move into the Grade 4 and 5 bracket. Once the student has completed the tasks there are two independent writing activities to assess the understanding of the components of GCSE, persuasive writing. It is ideal for SENCOs, teachers and English language coordinators. It offers excellent value and the unit should provide three to four lessons of content.

Using vocabulary taken from the a key abstract noun list, the programme introduces language commonly used in reading texts from the SATs English, Reading and Writing papers. Research indicates that explicit teaching of vocabulary improves comprehension and writing. The 41 page course is suitable for a whole school approach to improve the comprehension and use of formal vocabulary across the curriculum. It is an ideal resource for SENCOs, English Language/Literacy Coordinators, English subject leads, teachers and leaders. It is useful for students who need to improve attainment and move into the SATs bands 5 and above. Each section of the main booklet includes picture prompts, speaking and listening activities and gap fills to familiarise students with the targeted words. There is a ‘Show not Tell’ section, which helps students with narrative writing and a story writing activity to show understanding of the key noun. For some words, there are model stories to read with the students. Also provided is a vocabulary graphic order, a vocabulary list and an assessment when the programme has been completed. The resource will improve comprehension and is an effective way to target struggling readers and writers for their SATsl.

With six model, GCSE essays based on six scenes from Macbeth, Act 1, this is an invaluable resource for GCSE English Literature students and the extract question, in particular. Each section contains a cloze/gap-fill activity with the key missing words colour-coded for students with reading or spelling difficulties. The gap-fill also provides an opportunity to discuss various aspects of the model essay. At the end of each section there is an independent essay question related to the model answer. This provides a chance to assess the students’ understanding of how to construct an English Literature essay. Finally, there is a plan to help students structure their ideas. These six model essays will provide weeks of instruction in how to write a GCSE ,extract based response and ensure progress!

This unit is designed for GCSE, English Literature - Macbeth. It focuses on Act 1, Scene 2 and engages students who struggle with the content and language. There is a Macbeth, rap poem to summarise the plot, as well as a modern gangster version of the scene. The genre of a gangster scene has been successful in engaging reluctant students! After they read the modern version there are multiple choice quizzes to help students summarise the plot of the scene and understand the main characters. The second resource contains a key quotation, colouring activity to aid memory and the original version with comic book style illustrations. The second resources finishes with a comic strip of the Macbeth soliloquy. Students are required to write down what he said. Full of engaging images and content, the unit is an excellent way to engage SEN and ESL students and help them understand Act 2, Scene 1!

This unit is designed for GCSE, English Literature - Macbeth. It focuses on Act 1, Scene 2 and engages students who struggle with the content and language. There is a Macbeth, rap poem to summarise the plot, as well as a modern gangster version of the scene. The genre of a gangster scene has been successful in engaging reluctant students! After they read the modern version there are multiple choice quizzes to help students summarise the plot of the scene and understand the main characters. The second resource contains a key quotation, colouring activity to aid memory and the original version with comic book style illustrations. The second resources finishes with a comic strip of the sergeant approaching King Duncan. Students are required to write down what he said. Full of engaging images and content, the unit is an excellent way to engage SEN and ESL students and help them understand Act 1, Scene 2!

The workbook focuses on the AU pattern to make the ‘or’ sound and the E-E letter patterns to form the long E sound. Designed for struggling readers and spellers, the booklet provides a list of AU and E-E words which are colour coded for students to copy and draw. Due to the visual memory cue, students are more likely to read and spell the words!

Suitable for GCSE students who struggle with sentence structure and grammatical expression, this English Language Course - suitable for all exam boards - teaches the sentence types needed to write a range of genres. It supports the GCSE Writing Questions - Narrative/Descriptive and Persuasive/Argumentative. Using cause and effect conjunctions and phrases, The Grammar in Context Unit (Persuasive and Argumentative), provides a range of cause and effect sentence openers such as, SINCE, DUE TO, AS A RESULT and WHEN. It has exercises to practice these sentence types using different contexts for writing at GCSE. There is a Speaking and Listening prompt series of questions to support this. For narrative, the second unit presents sentence openers that make a descriptive text successful. Students are provided with an opportunity to write using sentence openers that focus on location, mood or action. Alongside this there is an assessment using engaging visual storystrips. The unit is an effective and research based way of explicitly teach sentence structure across a range of genres typically assessed at GCSE. It is a useful resource for SENCOs, English Teachers and Teaching Assistants. It can be used as a standalone course or as part of lessons on GCSE English writing.

Ideal for GCSE, English Literature, the pack contains resources to support students with additional needs access A Christmas Carol for AQA examination. It contains a drama version of the text, a study guide, key vocabulary and numerous language based activities. The drama unit contains a play version of key moments from each Stave and allows students who learn best using ‘hands on on learning’ study the novella. The study guide contains information on key themes, characters, key quotations and vocabulary. It is accompanied by a more in depth quotation booklet. There is also an additional vocabulary pack with key, colour coded words which help students discuss and write about each character, The pack provides a host of resources to support students who struggle to understand this key, AQA, examination text!

This GCSE, Vocabulary course focuses on the academic words needed to succeed in the GSCE, English Language course. It is suitable for GCSE students, often with a good verbal ability, who struggle to express their language using formal language. There is a section focused on targeted words from the Academic Word List. It contains speaking and listening activities, gap fill tasks and an explanation of the body language and facial expression linked with some of the words. This should aid narrative writing. It also contains graphic organisers to analyse key meanings and story examples to help learn key words. There is an assessment to help understand if students have grasped the key vocabulary. Also included are a reading and wordsearch activity and discussion questions. Finally, there are two units to explore how to write about vocabulary in a GCSE examination. I have also added a free vocabulary unit - Reading Response - Analysing Situations! This will provide you with a list of words to analyse situations. The course is excellent for English coordinators, SENCOs and TAs who want to run targeted groups for students who are verbally strong but struggle to use academic language. Since vocabulary is a key component of comprehension and writing, the course has proved successful in helping underachieving GCSE English Language students succeed!

This free lesson uses a football story to engage KS2 and KS3 students about persuasive writing. It is also suitable for lower ability SEN and ESL students at GCSE level. The story is about a footballer who adopts a pet dog. It outlines the benefits he receives from the relationship with his beloved pet. After a story there is a comprehension activity. Finally, there is a persuasive, writing activity about adopting a pet and a checklist for marking.

This Year 3 persuasive writing resource includes a key word spelling activity, a questionnaire, a model essay and plan. It is ideal to use as part of a KS2 writing lesson. The model essay is a response to a persuasive task in which the reader has to persuade a head teacher about the importance of having junk food on the school menu. There is also an innovative spelling activity to help dyslexic students and a plan to help students write their own response. This resource is an excellent way to show students how to plan and write a persuasive essay!

The booklet is aimed at students who struggle to learn phonic sounds and read or write these sounds incorrectly within a word, It offers a unique visual approach in which students draw the word so that they can memorise the key spelling pattern. This particular unit focuses on the long AI sound. After drawing the words, there is a visual sentence activity and an opportunity to write a sentence by using a photographic prompt. The approach used in the booklet has been very successful in supporting students with dyslexic or other memory based difficulties.