This is a fantastic resource I made for improving spelling during morning activities. The words are taken from the year 3 and 4 word list. There are 20 different 7 letter words which are placed in a wheel. One of the letters is put in the middle, which has to be used in every word. Pupils then try to make 3 letter or more words. I score it by allowing the pupils 5 minutes to find words. They get 7 points for the 7 letter word and 6 points for 6 letter words etc. Pupils read their word out and if no one else has got it they get the points. Everyone who gets the 7 letter word gets 7 points, even if someone else gets it too. Each slide has a clue what the 7 letter word is. The next slide always reveals what the 9 letter word is.

This is a grammar test I made for my year 5 class. It has 14 questions where pupils can get a total of 20 marks. The questions ask pupils to answer to complete sentences, find adverbs, phrases with types of sentences, add prefixes, change tense, write in direct speech and much more. It is a great resource to assess how well your grammar sessions are going and adapt your planning accordingly. I have included a mark scheme as well as the test.

This is a word mat of the year 2 common excepetion words. This is targeted at year 2 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat for the suffix ous. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a great resource for improving the quality of pupil's writing. I use it for all non-fiction pieces that require dialogue. This allows pupils to add inferences into their writing which gives their characters more depth subtly. The usual word of said is no longer used as pupils upscale their word choices making their writing even more engaging.

I have made a list of abstract nouns to help pupils in my class write more interesting expanded noun phrases. There are 82 different expanded noun phrases which are split into two categories; human qualities or characteristics and showing emotions or feelings.

This is a three week unit based on the book The Man Who Walked Between the Two Towers by Mordicai Gerstein. This retells the events leading up when Phillippe Petit walked on a tight rope between the twin towers in New York. It is a great book for modelling suspense and raising key issues such as the attack on the twin towers. This unit has two outcomes which are persuasive debate and autobiography writing. Pupils love this unit as they get so engaged by the dare devil Phillippe Petit. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stimulate & Generate LOs • To use inference to generate questions and research for relevant information • To write using expanded noun phrases • To write to persuade in a subjunctive form • To build suspense in a first person recount • To explore the character’s feelings and emotions through drama Cycle 1 - Capture, Sift & Sort • To be able to identify features of a text type Create, Refine & Evaluate • To generate points to justify my opinion in a debate • To use an appropriate form and modelled text to shape my writing • To use agreed success criteria to evaluate and edit to improve my writing • Reading LO To justify my opinion of what I have read through a debate Cycle 2 - Capture, Sift & Sort • To be able to identify features of a text type Create, Refine & Evaluate • To select and organise relevant points when planning for my writing • To write to inform using an appropriate format • To use agreed success criteria to evaluate my writing and edit to improve Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece

This is a 4 week unit of planning that supports pupils to write an ancient Greek Quest Myth. The beginning part of this unit is focussed on Persephone by Sally Pomme Clayton and Virginia Lee. This is used as a model and WAGOLL for pupils to write their own story. All children love Greek gods and goddesses and this unit of work has never failed in supporting pupils write some excellent myths that are richly descriptive and engaging for the reader. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 = Stimulate & Generate • To write a review of an ancient Greek myth • To use a range of strategies to explore a text • To show understanding through intonation, tone, volume and action when performing a playscripts • To retrieve and record information from non-fiction • To describe using adverbial phrases and drop in clauses • To demonstrate understanding of key details and main points of a text Stage 2 = Capture, Sift & Sort • To find the key features of a myth • To start sentences using verbs, adverbs and connectives • To write using commas to clarify meaning • To use an increasing range of sentence starters • To write in the style of the model text • To edit writing to improve sentence structures and range of vocabulary Stage 3 = Create, Refine & Evaluate • To use expanded noun phrases and figurative language to describe • To vary sentence structure and type for effect • To plan a quest myth • To write a descriptive setting for my myth • To write a build-up in my myth • To write a conflict • To write a resolution to my myth • To edit and improve my work Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece

This is a 2 and a half week unit of work which focuses upon writing a persuasive letter to a famous footballer to stop them from releasing thousands of balloons when they open a supermarket. The main character is a boy called Finn who is trying to save the dolphins that swim near his Scottish seaside house. He discovers they eat them as they look like jellyfish and this can have very dangerous consequences. The unit is great for looking at plastic pollution in our seas and explores some interesting subjects as his Mum is rumoured to be a Selkie. The author is Elizabeth Laird and she writes very descriptive, funny and engaging stories that children love. The end written piece is an opportunity to generate a great piece of writing as there is a well-structured plan to support your less able pupils. My class have always loved this unit as the story is great and they get very interested in how they can improve awareness about plastic pollution in our oceans. I have included all the resources including worksheets and displays so you can start using this straight away. The learning objectives for this unit are; Stimulate & Generate • • To locate and retrieve information using skimming, scanning • To retrieve and record information from non-fiction • To discuss words and phrases that capture the reader’s interest and imagination • To draw sound inferences, supported through reference to the text • To identify how language, contribute to meaning • To identify key points of an argument • To make persuasive statements • To write a balanced argument • To write persuasive statements Capture, Sift and Sort • To find the key features of a persuasive letter • To use a variety of conjunctions • To write a cohesive paragraph • To write convincing conclusions Create, Refine and Evaluate • To plan a letter written as a character in a story • To write and edit a letter written as a character in a story This unit of work uses the 3-stage planning process of: • Stimulate and Generate • Capture, Sift and Sort • Create, Refine and Evaluate Stimulate and Generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, Sift and Sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, Refine and Evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

Simple mnemonics really help pupils to remember key information they need to write great advertisements. This one is: SEAQAB S logan E xaggeration A lliteration Q uestions A djectives B enefits This display has an explanation for each part and it has 13 pages which include large letters to display the SEAQAB mnemonic clearly on your wall.

This is a colourful display that is great to have displayed all year round. It explains what a simple, compound and complex sentence is. Each type of sentence has a description and an example with each part colour coded.

Simple mnemonics really help pupils to remember key information they need to improve their writing. This one is: PAMPAS P owerful verbs A dverbs M etaphors P owerful nouns A djectives S imiles This display has an explanation for each part and it has 13 pages which include large letters to display the PAMPAS mnemonic clearly on your wall.

This is a something I get the pupils to complete before they write to focus their minds on why, what and for who they are writing. It also includes a larger version for display on a working wall. Purpose • What does the writing aim to do? • Persuade, advise, inform, explain, describe analyses, review, and comment or instruct? Audience • Who is the text written for? • Your teacher, friends, parents, head teacher or younger pupils. Viewpoint • What is the point you are trying to make? • Have you written a theme that runs through the story? Form • Consider the formality of the piece. • Is it a formal or informal? What tense is it written in; 1st person (I), 2nd person (you) or 3rd person (he/she/they). • What types of words or phrases are being used? • Technical, scientific, descriptive, informative, factual, emotive, serious or humorous. • What linguistic devices are being used? • Fact, opinion, rhetorical questions, hyperbole (exaggeration), irony, anecdote or puns. • How is the text presented? • Headlines, sub-headings, slogans, bullet points, diagrams, captions or in columns.

This is a PowerPoint with a Story Mountain which is invaluable for pupils planning good stories. I have also included it in a pdf version for ease of printing.

This is a shades of meaning display I made for synonyms of good, bad, said, scared and walked. I have also include blank versions in green, orange, red, purple and blue so you can create your own.

Here are 6 versions of a storyboard to save yourself time creating your own. There are 2 with 8, 6 and 4 squares. One of the versions have larger areas for drawing with the other version more lines for writing. I have included it in a PowerPoint format so you can alter it if you want. I have also included it in a pdf format to make it easier to print.

This is a short poetry unit based on the great poem The Highwayman by Alfred Noyes. The end piece of writing is a retelling of the story but from another character's perspective. This unit includes lots of drama and role play to stimulate the pupil's ideas. I have included all the resources you will need and have listed the learning objectives below: Stage 1: Stimulate and generate learning outcomes • To deduce information about a character from a picture. • To recite poetry. • To explore the themes of a text. • To use drama to explore characters’ feelings. • To tell a story from a character’s perspective. Stage 2: Capture, sift and sort learning outcomes • To identify the language used for effect. • To write metaphors. • To tell a story from a character’s perspective. • To recount a story as a news report. Stage 3: Create, refine and evaluate learning outcomes • To write a story from a character’s perspective. • To revise, edit evaluate and improve my writing. • Perform own writing by reading it to a group.

There are over 1650 different words in these word mats which include: • Adjectives (137 different words) • Adverbs (over 800 different words) • Conjunctions (over 350 different words) • Fronted Adverbials (142 different words) • Synonyms (240 different words) The conjunctions types are: • Causal • Comparative • Coordinating • Explaining • Listing • Opposing • Subordinating • Time