Experienced KS2 teacher with a firm belief that children learn most effectively through examples and routines. My teaching resources are structured consistently, featuring model texts, success criteria, and activities for improving speed, punctuation, and grammar skills through a 'fix it' approach. With a dedication to maintaining high standards of writing and fostering a love for language in my students, I ensure that each lesson is engaging, informative, and tailored to meet the needs of all.
Experienced KS2 teacher with a firm belief that children learn most effectively through examples and routines. My teaching resources are structured consistently, featuring model texts, success criteria, and activities for improving speed, punctuation, and grammar skills through a 'fix it' approach. With a dedication to maintaining high standards of writing and fostering a love for language in my students, I ensure that each lesson is engaging, informative, and tailored to meet the needs of all.
Year 4 Creative Writing Pack.
The pack is revolved around a picture that is used as a writing stimulus.
This pack includes:
Creative Writing Success Criteria.
Creative Writing WAGOLL.
Comprehension Questions.
‘Fix the Punctuation’ activity.
Sentence Challenge.
Magpie Map.
This resource is perfect for Year 4 writing interventions with either encouraging children to achieve Expected or Greater Depth. This resource would have to be adapted accordingly for Expected as the Success Criteria is for Greater Depth.
This could also be used as part of a writing assessment, or as part of a weeks’ worth of morning activities/meaningful time fillers. It could also be used as a stimulus for writing newspaper reports, letter, setting description etc which could then go towards the pupil’s writing moderation folders.
If you found this resource useful and would like more, please leave a review. All feedback is greatly received. samantha-hunt@outlook.com
All my English resources roughly contain the same format.
Year 2. Reading comprehension pack for The Day the Crayons Quit by Oliver Jeffers.
Roughly 10 reading comprehension questions for each of the crayons letters to Duncan.
All National Curriculum Content Domains are covered throughout all letters with the headings:
Word Meaning,
Inference,
Summarising,
Analysis and Evaluation,
Evaluation of Content, Structure and Quality
Retrieval,
Predicting,
Explaining and Exploring,
Comparison and Synthesis.
They could be used in several ways: as part of reading lessons with The Day the Crayons Quit as the scheme of work; as a morning activity; as an early finisher activity or as a meaningful filler activity. Every question is supplied with a comprehensive answer which could be used for peer assessment for more able students.
They were written with Year 2 specifically in mind although could be used for Year 3.
Every sheet is written using Word so can be edited and adapted as needed. All are also uniform and ready to be stuck in books if required and ready to go straight away.
Model texts for The Explorer novel study (written by Katherine Rundell) for Years 5 and 6.
Including:
Character descriptions of Fred and con, which can be used at any point during the book.
A non-chronological report on the Amazon Rainforest, again, this can be used at any point during the books.
A balanced argument for leaving the den (to be taught when reading to page 23).
A setting description (used after the chapter The Den).
Narrative from a different perspective based on the chapter Food (Almost).
A diary entry to be used after the chapter Smoke.
A second narrative based on Con finding the map in the chapter The Monkeys and the Bees.
A sports newspaper report for the Stuck in the Mud chapter.
Each package includes a model text, a differentiated success criteria presented in two or three levels to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 and 6 learners. The ‘fix it’ activity can also be used in conjunction with the model text to help generate ideas for pupils to write their own.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text type using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text.
Writing Task: Encourage students to craft their own newspaper report inspired by the model text and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs. I have also enclosed a copy of the model text for you to easily view to allow you to see if it suits your style of teaching.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Character descriptions of Fred and Con. Can be used anytime whilst reading the book.
Enhance English lessons with these character descriptions for Years 5 and 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying two-character descriptions, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 and 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
