Paddington unit English letter writing Week 1 (Year 2)Quick View
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Paddington unit English letter writing Week 1 (Year 2)

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<p>Paddington unit English letter writing Week 1</p> <p>Examples of letters to and from Paddington<br /> Features lesson and grammar lesson differentiated<br /> 4 lessons planned and resourced with an extension<br /> Powerpoints for lessons</p> <p>National curriculum</p> <p>In writing, pupils at the beginning of year 2 should be able to compose individual<br /> sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1 (see English Appendix 1). They should also be able to make phonically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, so establishing good handwriting habits from the<br /> beginning. It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. Increasingly, they should learn that there is not always an obvious connection between the way a word is said and the way it is spelt. Variations include different ways of spelling the same sound, the use of so-called silent letters and groups of letters in some words and, sometimes, spelling that has become separated from the way that words are now pronounced, such as the ‘le’ ending in table. Pupils’ motor skills also need to be sufficiently advanced for them to write down ideas that they may be able to<br /> compose orally. In addition, writing is intrinsically harder than reading: pupils are likely to be able to read and understand more complex writing (in terms of its vocabulary and structure) than they are capable of producing themselves.</p>
Guided Reading Year 2 Paddington at the Palace differentiated comp - retrieval and inferenceQuick View
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Guided Reading Year 2 Paddington at the Palace differentiated comp - retrieval and inference

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<p>Guided Reading Year 2<br /> Paddington at the Palace<br /> Extracts<br /> Planning<br /> Whole class guided comprehension sheet (mixed SATs question style)<br /> Independent comprehension sheet - differentiated (mixed SATs question style)</p> <p>National Curriculum<br /> By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge. They should also be able to read many common words containing GPCs taught so far [for example, shout, hand, stop, or dream], without needing to blend the sounds out loud first. Pupils’ reading of common exception words [for example, you, could, many, or people], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils should be able<br /> to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1.<br /> During year 2, teachers should continue to focus on establishing pupils’ accurate and speedy word reading skills. They should also make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books; this should include whole books. The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.</p>
Persuasive writing letters linked to Fairtrade and Charlie and the Chocolate factory LKS2 Full UnitQuick View
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Persuasive writing letters linked to Fairtrade and Charlie and the Chocolate factory LKS2 Full Unit

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<p>Persuasive writing letters linked to Fairtrade and Charlie and the Chocolate factory Year 3 LKS2</p> <p>This is a full writing unit learning journey on persuasive writing from cold write (initial writing opportunities) to hot write (final writing opportunities) on persuasive letter writing. The focus is Fair trade through a topic on Charlie and the chocolate factory.</p> <p>This bundle is complete with planning, display bits, differentiated activities through the learning journey and modelled writing. It also includes ideas/activities for EAL pupils. There are also support sheets for LA pupils.</p>
Paddington unit English letter writing Week 2 and 3 (Year 2)Quick View
jhindson

Paddington unit English letter writing Week 2 and 3 (Year 2)

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<p>Paddington unit English letter writing Week 2 and 3</p> <p>Examples of letters to and from Paddington<br /> Conjunction and suffixes grammar lessons differentiated<br /> 6 lessons planned and resourced with an extension<br /> Powerpoints for lessons</p> <p>National curriculum</p> <p>In writing, pupils at the beginning of year 2 should be able to compose individual<br /> sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1 (see English Appendix 1). They should also be able to make phonically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, so establishing good handwriting habits from the<br /> beginning. It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. Increasingly, they should learn that there is not always an obvious connection between the way a word is said and the way it is spelt. Variations include different ways of spelling the same sound, the use of so-called silent letters and groups of letters in some words and, sometimes, spelling that has become separated from the way that words are now pronounced, such as the ‘le’ ending in table. Pupils’ motor skills also need to be sufficiently advanced for them to write down ideas that they may be able to<br /> compose orally. In addition, writing is intrinsically harder than reading: pupils are likely to be able to read and understand more complex writing (in terms of its vocabulary and structure) than they are capable of producing themselves.</p> <p>Read less</p>
Geography unit Peru human and physical features compared with London Year 2/3Quick View
jhindson

Geography unit Peru human and physical features compared with London Year 2/3

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<p>Geography unit</p> <p>Focus: Peru</p> <p>Locate Peru<br /> Describe human and physical features<br /> Compared with London Year 2/3</p> <p>National Curriculum<br /> Key Stage 1<br /> Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.<br /> Key stage 2<br /> Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.</p>
Reading Year 3/4 LKS2 Stone Age Horizon poem Whole class comprehension - clarifying and inferenceQuick View
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Reading Year 3/4 LKS2 Stone Age Horizon poem Whole class comprehension - clarifying and inference

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<p>Guided Reading Year 3/4 LKS2<br /> Stone Age topic - Horizon Poem<br /> Planning and powerpoint for lessons<br /> Clarification work sheet<br /> Quick retrieval questions for input<br /> Whole class guided inference comprehension sheet (mixed SATs question style)</p> <p>National Curriculum<br /> By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decodings kills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.</p>
Guided Reading Year 3/4 LKS2 Balanced Diet Poem differentiated comprehension - retrieval, inferenceQuick View
jhindson

Guided Reading Year 3/4 LKS2 Balanced Diet Poem differentiated comprehension - retrieval, inference

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<p>Guided Reading Year 3/4 LKS2<br /> Balanced Diet Poem (link with Science or Topic)<br /> Planning and powerpoint for lessons<br /> Visualisation work for hook into week’s work.<br /> Whole class guided comprehension sheet (mixed SATs question style)<br /> Independent comprehension sheet - differentiated (mixed SATs question style)</p> <p>National Curriculum<br /> By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decodings kills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.</p>
Guided Reading Year 3/4 LKS2 The Roman Beanfeast differentiated comps - clarifying, retrieval, inferQuick View
jhindson

Guided Reading Year 3/4 LKS2 The Roman Beanfeast differentiated comps - clarifying, retrieval, infer

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<p>Guided Reading Year 3/4 LKS2<br /> The Roman Beanfeast<br /> Visualisation work for hook into week’s work - retrieval<br /> Sheet focus clarifying words<br /> Whole class guided comprehension sheet (mixed SATs question style)<br /> Independent comprehension sheet - differentiated (mixed SATs question style)</p> <p>National Curriculum<br /> By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decodings kills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.</p>
Guided Reading Year 2 Paddington differentiated comprehension - vocabularyQuick View
jhindson

Guided Reading Year 2 Paddington differentiated comprehension - vocabulary

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<p>Guided Reading Year 2<br /> Paddington<br /> Extracts<br /> Visualisation activities - differentiated<br /> Whole class guided comprehension sheet (mixed SATs question style)<br /> Independent comprehension sheet - differentiated (mixed SATs question style)</p> <p>National Curriculum<br /> By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge. They should also be able to read many common words containing GPCs taught so far [for example, shout, hand, stop, or dream], without needing to blend the sounds out loud first. Pupils’ reading of common exception words [for example, you, could, many, or people], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils should be able<br /> to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1.<br /> During year 2, teachers should continue to focus on establishing pupils’ accurate and speedy word reading skills. They should also make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books; this should include whole books. The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.</p>
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Paddington unit English letter writing 3 weeks bundle (Year 2)Quick View
jhindson

Paddington unit English letter writing 3 weeks bundle (Year 2)

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2 Resources
<p>Paddington unit English letter writing</p> <p>Week 1<br /> Examples of letters to and from Paddington<br /> Features lesson and grammar lesson differentiated<br /> 4 lessons planned and resourced with an extension<br /> Powerpoints for lessons</p> <p>Week 2 and 3<br /> Examples of letters to and from Paddington<br /> Suffix and conjunctions grammar lessons differentiated<br /> 6 lessons planned and resourced<br /> Powerpoints for lessons</p> <p>National curriculum</p> <p>In writing, pupils at the beginning of year 2 should be able to compose individual<br /> sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1 (see English Appendix 1). They should also be able to make phonically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, so establishing good handwriting habits from the<br /> beginning. It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. Increasingly, they should learn that there is not always an obvious connection between the way a word is said and the way it is spelt. Variations include different ways of spelling the same sound, the use of so-called silent letters and groups of letters in some words and, sometimes, spelling that has become separated from the way that words are now pronounced, such as the ‘le’ ending in table. Pupils’ motor skills also need to be sufficiently advanced for them to write down ideas that they may be able to<br /> compose orally. In addition, writing is intrinsically harder than reading: pupils are likely to be able to read and understand more complex writing (in terms of its vocabulary and structure) than they are capable of producing themselves.</p>
Science Plants/Flowers Unit LKS2 Year 3 Year 4 objectivesQuick View
jhindson

Science Plants/Flowers Unit LKS2 Year 3 Year 4 objectives

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<p>Science Flowers Unit LKS2 Year 3 Year 4 objectives</p> <p>To identify parts of a plant<br /> To describe the functions of the different parts of the plant<br /> To investigate the way in which water is transported within plants<br /> To make observations and gather data to help answer questions<br /> To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.<br /> To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant</p> <p>This bundle includes activities and resources to cover all of these objectives.</p>
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Paddington unit English letter writing 3 weeks and Guided reading bundle Year 2Quick View
jhindson

Paddington unit English letter writing 3 weeks and Guided reading bundle Year 2

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4 Resources
<p>Paddington unit English letter writing</p> <p>Week 1<br /> Examples of letters to and from Paddington<br /> Features lesson and grammar lesson differentiated<br /> 4 lessons planned and resourced with an extension<br /> Powerpoints for lessons</p> <p>Week 2 and 3<br /> Examples of letters to and from Paddington<br /> Suffix and conjunctions grammar lessons differentiated<br /> 6 lessons planned and resourced<br /> Powerpoints for lessons</p> <p>Guided Reading Year 2</p> <p>Paddington<br /> Extracts<br /> Visualisation activities - differentiated<br /> Whole class guided comprehension sheet (mixed SATs question style)<br /> Independent comprehension sheet - differentiated (mixed SATs question style)</p> <p>Paddington at the Palace<br /> Extracts<br /> Planning<br /> Whole class guided comprehension sheet (mixed SATs question style)<br /> Independent comprehension sheet - differentiated (mixed SATs question style)</p>
Guided Reading Year 3/4 LKS2 Navigator Play: Light The Beacons Various ComprehensionsQuick View
jhindson

Guided Reading Year 3/4 LKS2 Navigator Play: Light The Beacons Various Comprehensions

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<p>Guided Reading Year 3/4 LKS2<br /> Navigator Play: Light The Beacon</p> <p>Various comprehensions for each guided reading strand. Mixed SATs question style for comprehensions.</p> <p>National Curriculum<br /> By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decodings kills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.</p>