Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 16 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.
Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 16 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.
This is a great whole book planned guided reading unit based on the book Mysterious Traveller by Mal Peet & Elspeth Graham. The story tells of an old man finding an abandoned baby in the desert who he adopts as his own grand-daughter. he teaches her how to track her way through the desert and she travels with him while he guides traders through the deserts of northern Africa. When he loses his vision she becomes his eyes and they work in tandem on their adventures. I have planned a unit of work that is split into 9 different reading comprehensions as each set of questions has between 6 and 8 questions and covers 5 pages of the book.
I have also included printer friendly pages where there are 3 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.
This is a 3 and a ½ week unit of work where pupils create their own charity inspired leaflet. The book used to stimulate the thoughts of being unselfish and thinking of others is ‘The Selfish Giant’ by Oscar Wilde. This is a great story with a strong moral of sharing one’s wealth in order to find happiness.
The end piece is a digitally created persuasive leaflet where pupils create logos, slogans and persuasive writing to produce an engaging charity inspired leaflet. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need to start teaching this tomorrow. Below are all the learning objectives and resources included for the unit:
Stage 1- Stimulate and generate - Learning outcomes
• To write a letter to a persuade
• To understand themes in a book
• To draw inferences from the text.
• To retrieve and record information from a piece of text.
• To discuss philosophical ideas
• To find the meaning of words
Stage 2 - Capture, Sift and Sort- Learning outcomes
• To find the key features of a leaflet
• To write a persuasive slogan
• To write captions
• To write an engaging opening statement
• To write a heading and subheadings
• To use causal conjunctions
Stage 3 - Create refine evaluate- Learning outcomes
• To retrieve and record information from a piece of text
• To design a campaign slogan and logo
• To write an engaging opening statement
• To plan and organise my ideas to effectively support my writing
Resources Include:
• Selfish Giant LOs PowerPoint
• 1 – Sign
• 2 - Themes in a book
• 3 - Extract of the Selfish Giant
• 4 - Philosophical Questions
• 5 - The Selfish Giant Word Mat
• 6 - Key Features of Leaflets
• SEAQAB PowerPoint
• 7 – Slogans
• 8 – To write captions
• iPads & Computers
• 10 - Headings & Subheadings
• 11 – Causal Conjunctions
• 15 – Plan a Leaflet
This unit of work uses the 3 stage planning process of:
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 before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
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 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.
This is a simple display that gives examples of the three different types of words. I use this on my working wall as pupils can get easily confused by the different terms. It also includes a list of each types of words which can also be used as word mats.
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
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
This bundle includes 3 units of work with all the resources and display elements you will need for your Working Walls.
The 3 units are:
Creative Writing unit based on Leon and the Place Between by Angela McAllister & Grahame Baker-Smith
Flashbacks unit based on Orange in No Man's Land by Elizabeth Laird
Performance Poetry unit based on Sound Collector by Roger McGough
These units of work use 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. Acticitives 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 before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
This is a huge bundle of word mats that I have created to use in my year 4 classroom. All of these prefixes and word endings are from the national curriculum for year 3 and 4. They include:
Prefixes for:
• anti
• auto
• dis
• il
• im
• inter
• ir
• mis
• re
• sub
• super
• un
Suffixes for:
• able
• cial
• cious
• ible
• ment
• tial
• tious
I have also included a PowerPoint I use to teach re prefixes to my class.
This bundle includes 3 units of work with all the resources and display elements you will need for your Working Walls.
The 3 units are:
Diary Extract in Role based on Street Child by Berlie Doherty
Explanatory Texts based on Cracking Contraptions by Wallace and Gromit & Until I Met Dudley by Roger McGough
Persuasive Letter based on Sweet Clara and the Freedom Quilt by Deborah Hopkinson
These units of work use 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. Acticitives 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 before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
This is 3 units of English planning that produce a charity leaflet, descriptive poetry or an alternative ending. These lessons were planned for a year 4 class but they could be easily adapted up or down. All the planning includes all the resources and worksheets so you can start teaching them tomorrow.
This is 10 full units of English planning that includes all the resources you need to teach it tomorrow. Each unit is between 2 1/2 and 4 weeks long. This is a fantastic bundle of resources which I have used for a few years to inspire my class. their written outcomes have always been great too.