This FREE resource includes two model essays and a plan. It is ideal to use as part of KS3 and GCSE English Language. The model essays are a response to a persuasive task in which the reader has to persuade a headteacher to chose to run an extra-curricular activity of their choice. There are two model answers - one for more advanced learners (GCSE) and one for intermediate learners (KS3) There is also a plan to help students write their own response. This FREE 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.

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 resource focuses on the GCSE (AQA), Reading Paper, Question 2 - Summary Writing. Based on the singer Rihanna, there are two texts which students need to summarise. To support dyslexic students, there is a key word list (colour coded) to support the reading and spelling of the key words. There is also a Venn Diagram, graphic organiser to help structure the response. At the end of the unit, there are two student responses to provide an idea of how to structure a response. The resource is beneficial for students who have reading difficulties, but need to prepare for the GCSE, reading paper.

Ideal for preparation for GCSE English Language, AQA - Paper 2, Q4, this unit has two extracts, an exam question based on Q4 and a marking rubric. The rubric focuses on the use of narrative voice and tone to convey a message. The two texts are based on ‘Litter Picking’ - one from Victorian times and one modern. Having used the resource with my students, it has been successful and exploring the use of narrative voice.

The KS2 English Unit demonstrates how to use interesting sentence openers to write a successful narrative. It is also useful for KS3 and GCSE English students if they have not used the skills. For students with a Specific Learning Difficulty (SpLD), there is a reading and spelling activity based on key words in the text. Students use colours to aid memory. The reading section consists of model sentences beginning with a prepositional phrase, an ING verb and a ’ show not tell ’ opening. Finally, there is an assessment stage where students are required to use these sentence opener types. The unit has been used to successfuly support students who struggle to write narrative.

With a FREE model, GCSE essay based on Macbeth, Act 2, Scene 1, this is an invaluable resource for GCSE English Literature students and the extract question, in particular. The 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. This model essay will provide instruction in how to write a GCSE ,extract based response and ensure progress!

Including a listening activity, vocabulary task, spelling quiz and comprehension, the pack helps students understand the language and meaning of the poem, Ozymandias. It is well suited for students with additional needs and ESL. It outlines a useful way to support students who struggle to respond to GCSE poems.

The unit contains resources and lesson plans to teach descriptive writing in a structured and successful way. It contains picture prompts, a model answer, a five senses analysis sheet, a planning sheet and independent task. Using the model and analysis sheets, the unit shows students how to be successful writers in the descriptive genre. It has proved highly successful in improving the writing of GCSE students!

The unit contains resources and lesson plans to teach descriptive writing in a structured and successful way. It contains picture prompts, a model answer, a five senses analysis sheet, a planning sheet and independent task. Using the model and analysis sheets, the unit shows students how to be successful writers in the descriptive genre. It has proved highly successful in improving the writing of GCSE students!

This workbook provides words that includes the EY letter pattern taken from the Phase 5 Phonics Wordlist (UK). Each word is colour-coded according to the HF Colour-Code to aid memorisation. There is space to draw the word and check if the student can spell the word at the end of the process. The workbook is ideal for students who struggle with phonics and provides a way to reinforce reading and spelling in a visual way. The HF Colour-Code Method is a unique, proven and powerful method that helps students read fluently and spell, whatever their level!

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.

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.

The pack aims to support dyslexic students in improving their Discussion Writing. It contains an outline of the lessons, a series of unique, visual spelling activities, a visual sentence activity and a model text. The unit finishes with an independent writing task. The use of the copy - cover - spell technique has proved ineffective for dyslexic students. Instead, I have developed a unique approach to spelling that involves drawing and colouring the words and using colours to demarcate syllables. It is a simple, yet powerful approach. Often dyslexic students struggle to structure sentences in writing due to memory processing issues. The pack contains a visual, sentence sorting activity. Finally, there is a model text included so that students can see the key words and sentences in context. The unit is a sure way to support dyslexic students!

This GCSE persuasive writing resource includes key word spelling activities, questionnaires, two model essays a plan . It is ideal to use as part of KS3 and GCSE English Language lessons. The model essays are a response to a persuasive task in which the reader has to persuade a headteacher about the inportance of contact sports and having junk food on the school menu. There are two model answers to answer each of the GCSE, writing questions. There is also an innovative spelling activity to help dyslexic students and a plan to help students write their own response. As well as all this, there are two lesson plans if you want to deliver the sessions in school. This resource is an excellent way to show students how to plan and write a GCSE persuasive essay!

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!

Based on the AQA (GCSE) Q5, Paper 1, the unit focuses on the ability to use a range of sentence openers and vocabulary to describe clothes. Writing in depth description of the clothes people wear is complicated. This unit uses model paragraphs, a vocabulary list, pictures, independent writing tasks and a marking rubric to guide GCSE, English Language students to improve their description of people. Although aimed at AQA, English Language students, the unit is useful for GCSE students who wish to improve their creative writing and descriptions. The unit has proved successful in raising the attainment of students who struggle with this skill.

Metaphors in Shakespeare’s texts can be difficult for students to understand. This unit explains some of the key metaphors used in Macbeth and prepares students for their GCSE, English Literature exam. The unit includes a booklet to explain the key metaphors in depth and provides context to the quotations. To help students with additional needs, vocabulary lists are provided. The student can use these to identify meaning, and learn how to read/spell them. There is a key quotation list provided separately. Students can use this to learn them by rote. Finally, there is an assessment section using a short extract that includes one of the metaphors. This is accompanied with a marking rubric and sample answer.

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!