A comprehensive Cambridge IGCSE writing guide designed to facilitate mastery of the curriculum requirements. This resource provides a scaffolded approach to guide students through the process of writing evaluative magazine articles. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, it encompasses a range of objectives and success criteria across multiple cognitive domains, covering Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This resource aims to help students: Recall the key components. Comprehend explicit and implicit meanings. Create a sample article integrating explicit and implicit meanings. Analyse facts, ideas, and opinions as presented. Evaluate ideas and opinions, both explicit and implicit. Create an original, well-developed and sophisticated response. Scaffolders: Providing support, this resource includes a writing prompt focusing on article content and a sentence frame emphasising article structure to guide students through the writing process.

Embark on a journey of literary exploration with this resource, “Mastering Literary Devices.” This resource provides a scaffolded approach to guide students through understanding and effectively using comparison devices such as simile, metaphor, hyperbole, and analogy. Aligned with Bloom’s Taxonomy and Common Core Standards for Language, it encompasses a range of objectives and success criteria across multiple cognitive domains, ensuring a holistic learning experience. Objectives: This resource aims to achieve various objectives, from recalling and identifying examples of comparison literary devices in provided texts to demonstrating mastery by independently creating original pieces of writing that effectively utilise these devices. Students will comprehend the meaning of comparison devices in different contexts, analyse their impact on the overall meaning and tone of a text, and assess their effectiveness in various literary works.

Embark on a comprehensive instructional journey to master the intricacies of summary writing for the Cambridge IGCSE with this specialised guide. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, this resource provides a step-by-step approach to achieving various objectives across cognitive domains such as Remembering, Understanding, Applying, Analysing, Evaluating, and Creating. Objectives: This guide is meticulously crafted to aid students in accomplishing key objectives in summary writing. From recalling essential information and grasping main ideas to applying knowledge to creating a coherent summary, students will also develop skills in analysing source texts, evaluating information quality, and ultimately crafting concise and well-structured summaries. Starters: Kickstart the learning process with engaging activities. Match the dos of summary writing with their corresponding reasons and explore the don’ts with their explanations to steer clear of common pitfalls. This interactive session sets the foundation for a deeper comprehension of effective summary writing. Scaffolders: Providing crucial support, this resource includes writing prompts focusing on content and planning frames concentrating on structural aspects. These scaffolders guide students in organising their thoughts and building a solid foundation for their summaries.

Embark on a journey of comprehensive writing mastery with this Cambridge IGCSE writing guide, designed to lead students through the intricacies of crafting informative magazine articles. This resource adopts a scaffolded approach, aligning seamlessly with Bloom’s Taxonomy and Common Core Standards for Writing. It encompasses diverse objectives and success criteria, covering Remembering, Understanding, Applying, Analysing, Evaluating, and Creating within the Cambridge IGCSE curriculum requirements. Objectives: Recall and identify key information, comprehend implicit meanings, apply gained knowledge, analyse facts and opinions, evaluate effectiveness, and synthesise information—these are the objectives that guide students toward proficiency in writing informative magazine articles. Each objective corresponds to a specific cognitive domain, ensuring a well-rounded development of writing skills aligned with Cambridge IGCSE standards. Scaffolders: This resource provides essential scaffolders to support students in their writing journey. A focused writing prompt directs attention to the article’s content, while a structured sentence frame aids in organising thoughts and maintaining coherence within the article.

Embark on a journey of comprehensive writing mastery with this Cambridge IGCSE writing guide, designed to lead students through the intricacies of crafting informative magazine articles. This resource adopts a scaffolded approach, aligning seamlessly with Bloom’s Taxonomy and Common Core Standards for Writing. It encompasses diverse objectives and success criteria, covering Remembering, Understanding, Applying, Analysing, Evaluating, and Creating within the Cambridge IGCSE curriculum requirements. Objectives: Recall and identify key information, comprehend implicit meanings, apply gained knowledge, analyse facts and opinions, evaluate effectiveness, and synthesise information—these are the objectives that guide students toward proficiency in writing informative magazine articles. Each objective corresponds to a specific cognitive domain, ensuring a well-rounded development of writing skills aligned with Cambridge IGCSE standards. Scaffolders: This resource provides essential scaffolders to support students in their writing journey. A focused writing prompt directs attention to the article’s content, while a structured sentence frame aids in organising thoughts and maintaining coherence within the article.

Embark on a journey to master the Cambridge IGCSE writing curriculum with this comprehensive guide tailored for students. This resource provides a scaffolded approach to skillfully navigate the intricacies of writing a magazine report, aligning seamlessly with Bloom’s Taxonomy and Common Core Standards for Writing. It encompasses a spectrum of objectives and success criteria spanning Remembering, Understanding, Applying, Analysing, Evaluating, and Creating, ensuring a holistic learning experience. Objectives: This writing guide sets clear objectives, guiding students through each cognitive domain. From recalling and identifying key information to synthesising original, engaging, and coherent newspaper reports, the resource covers a range of skills. Students will comprehend implicit meanings, analyse facts and opinions, and evaluate the effectiveness of ideas, all contributing to the creation of well-rounded and well-supported newspaper reports. Scaffolders: Facilitating the learning process, the resource incorporates effective scaffolders. A focused writing prompt ensures attention to the report’s content, while a structured sentence frame guides students in organising their thoughts and ensuring a logical report structure.

Embark on a comprehensive journey through narrative writing with this Cambridge IGCSE Writing Guide. This resource offers a scaffolded approach, expertly designed to guide students in mastering the curriculum requirements. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, it encompasses a variety of objectives and success criteria across cognitive domains, ensuring a well-rounded development of writing skills. Objectives: This guide aims to achieve various objectives, fostering a deep understanding of narrative writing. Students will recall and identify key elements, demonstrate comprehension of narrative principles, apply skills in creating cohesive stories, analyse narratives for effectiveness, assess writing quality, and ultimately generate original and impactful narrative pieces. Scaffolders: To facilitate the learning process, this resource provides essential scaffolders. These include a writing prompt focusing on story content, a planning frame emphasising story structure, and a plot diagram highlighting narrative plot development.

Embark on a journey through the nuances of language with this resource, “Exploring Literary Sound Devices: A Scaffolded Approach.” This meticulously designed guide helps students understand and apply literary sound devices such as alliteration, assonance, consonance, sibilance, onomatopoeia, repetition and rhyme. Aligned with Bloom’s Taxonomy and Common Core Standards for Reading Literature, this resource caters to various cognitive domains, offering a comprehensive and structured learning experience. Objectives: This resource encompasses a broad spectrum of objectives to enhance students’ proficiency in literary sound devices. From recalling and identifying these devices to comprehending their meanings and purposes, the objectives extend to analysing, evaluating and ultimately applying this knowledge to interpret texts and create original works. The multifaceted approach ensures a thorough understanding of the subject matter.

Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, this resource is a comprehensive guide designed to enhance students’ skills in crafting effective complaint letters. It covers a spectrum of cognitive domains, fostering development in Remembering, Understanding, Applying, Analysing, Evaluating, and Creating. Objectives: The resource sets clear objectives for students, guiding them to recall key information, comprehend explicit and implicit meanings, apply acquired knowledge, analyse facts, evaluate effectiveness, and synthesise information to create well-structured complaint letters. This ensures a holistic approach to letter writing aligned with the Cambridge IGCSE curriculum. Scaffolders: Recognising the challenges students may face, this resource provides a scaffolded approach to writing complaint letters, aligning with the Cambridge IGCSE curriculum requirements. It guides students through the process, promoting mastery step-by-step.

A package of 9 task cards on narrative story writing. This resource includes exercises on: Narrating a story Identifying story elements Reading, listening, and watching story to narrate Demonstrating narrative story knowledge in writing Writing narrative stories using prompts Teachers can use these task cards to enhance the writing skills of the learners. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Inquiry-based learning (also enquiry-based learning in British English) starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. This Resource Covers: 1. Meaning of IBL 2. Why Inquiry 3. Inquiry Components and Procedures 4. Inquiry Levels and Benefits 5. Facilitator's and Learner's Role 6. Inquiry Challenges and Outcomes 7. Resources to Implement IBL

A freebie on Shakespearean tragedy, “King Lear”. This resource includes: Transcript Summary Plot Summary Transcript of the Play-script Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A freebie on Shakespearean comedy, “A Midsummer Night’s Dream”. This resource includes: Transcript Summary Transcript of the Play-script Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

This compact review of Information Text for quick referencing is perfect for teaching how to write an information text - Sequence. These no prep scaffolding notes would be great for ELA lessons. Your students will love this information that is well-planned for student engagement. After studying this information, your students will be able to: Group up sequentially the given information: process, order, chronology, timeline and sequence. Identify the clue or signal words used in information texts that arrange the ideas in particular order. Determine the organisational methods used in structuring information texts that tell the order in which events happen. Plan and write an information text on a given topic that organises events and things in a specific logical order. Identify areas to improve by peer evaluating an information text and respond to the peer feedback. Select a task that goes with their level and create an information text that explains the steps of an event in time order. This download includes: SN 1: Clue/Signal/Key Words SN 2: Text Structure organised by Order SN 3: Text Structure organised by Time SN 4: Planning Frame SN 5: Sample Plan SN 6: Sentence Frame SN 7: Sample First Draft SN 8: Rubrics for Evaluation SN 9: Sample Final Draft SN 10: Data and Tasks for Differentiation

“Mastering the Art of Newspaper Reporting” is a comprehensive PowerPoint Presentation designed to help students of all levels grasp the fundamentals of newspaper report composition. From the building blocks to the advanced techniques, this resource provides a structured learning experience for all. This resource provides a holistic learning experience, offering reading and writing rubrics for marking, passages for planning and writing newspaper reports, and opportunities for self-checking answers. By the end of “Mastering the Art of Newspaper Reporting,” students will be well-equipped to craft engaging, informative and professional newspaper reports.

These Boom Cards are perfect for teaching Definite and Indefinite Articles – ‘A’, ‘An’ and ‘The’. These no prep activities would be great for ELA lessons. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Classify articles as definite (the) and indefinite (‘a’ and ‘an’). Identify the use of ‘a’, ‘an’, ‘the’ and zero article before a given noun. Place ‘a’, ‘an’, ‘the’ and zero article correctly before a given noun. Use ‘a’, ‘an’ and ‘the’ to determine a given noun. Identify the errors to ensure the correct use of ‘a’, ‘an’, ‘the’ and zero articles as determiners. Create new sentences using ‘a’, ‘an’, ‘the’ and zero article that determine nouns. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

These Google Slides are perfect for teaching Definite and Indefinite Articles – ‘A’, ‘An’ and ‘The’. These no prep activities would be great for ELA lessons. Your students will love these self-grading exercises that are gamified for student engagement. LEARNING OBJECTIVES: To recognise and recall types of articles. To describe and explain the uses of articles. To use rules of placing definite and indefinite articles. To draw links between definite and indefinite articles. To justify the right use of articles as determiners. To produce sentences placing articles before a noun. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Classify articles as definite (the) and indefinite (‘a’ and ‘an’). Identify the use of ‘a’, ‘an’, ‘the’ and zero article before a given noun. Place ‘a’, ‘an’, ‘the’ and zero article correctly before a given noun. Use ‘a’, ‘an’ and ‘the’ to determine a given noun. Identify the errors to ensure the correct use of ‘a’, ‘an’, ‘the’ and zero articles as determiners. Create new sentences using ‘a’, ‘an’, ‘the’ and zero article that determine nouns.