This is a 3 week unit of planning that produces a fantastic descriptive narrative writing piece based on the beautiful picture book Leon and the Place Between. This is the story of a boy who gets whisked away during a magical trick at the circus to where magic exists. This unit always inspires some excellent creative writing as it so engaging. This text is best suited to lower KS2 but can easily be adapted to upper KS2. 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 learning outcomes • To be able to write in a form appropriate to the task • To engage with a text through its setting • To use expanded noun phrases to convey complicated information concisely • To be able to select vocabulary to create an impact on the reader • To identify different word classes in a text (e.g. verb, adjective, noun, adverb conjunction, pronoun & preposition Stage 2 - Capture, Sift & Sort learning outcomes • To modify sentences using a variety of word classes and adverbials • To write poetic sentences, using authorial techniques • To cohesively join sentences to build stanzas within poems • To make plausible inferences about a character’s emotions throughout a text Stage 3 - Create, Refine & Evaluate learning outcomes • To generate and select ideas relevant to the text • To sequence key events across a story • To write a descriptive narrative based on the style of an author I have read • To revise, edit evaluate and improve my writing • To revise, edit evaluate and improve my writing • To publish work for a given audience and purpose 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.

I have put these resources together using the NCTEM Teaching for Mastery questions and have used it as an assessment tool for my year 4 pupils at the end of the year.

This is a short 2 week unit of work that focuses on improving word choices through improving adjectives and culminates in pupils writing then performing their own poem. The poem they are end up writing is based on the Sound Collector by Roger McGough but it requires pupils to think of tastes or how something feels instead of sound. This unit always engages the pupils and is a great end of half term unit as it fully engages the class. I have included every resource you need to teach this unit tomorrow. Also below I have listed all of the learning objectives from the unit of work. Stage 1- Stimulate and generate- Learning outcomes • To learn and read a poem by heart. • To write about an Author’s style. • To perform a dramatic version of a poem. • To write a poem in another author’s style. Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a poem. • To write sentences with personification. • To write similes. Stage 3 - Create refine evaluate- Learning outcomes • To improve word choices by using thesauruses. • To write a Feel or Taste Collector poem. • To perform poetry. 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.

Here are some team work cards which explain each member's responsibilities. I use these every time I put pupils into groups so they can practise all of the roles. This really develops their confidence as many pupils do not get these opportunities unless you manage different team roles. The roles are as follows: Leader, Organiser, Motivator and Reporter. Below is an example of what the Leader is. As the leader you are responsible for …. • Making sure everyone has a role or task to complete • Making sure it is finished on time • Making the final decision if your group cannot agree • Speaking with an adult if your group is struggling

This is a 4 week unit of planning that produces a flashback recount from the time during the Lebanese civil war by a young girl called Ayesha. She has to brave the war zone to travel across enemy lines to find help for her sick granny by searching for medicine from a doctor. The story is fantastic and the writing produced as a result of it is even better. This text is best suited to Y4 and above as there are aspects of war such as loss (her mother dies after a shell hits their house) but the richness of the text has really engaged all my class and especially the boys. 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 and generate- Learning outcomes • To write a flashback. • To find the meaning of words. • To retrieve and record information from text. • To take notes to summarise details. • To retrieve and record information from text. • To write a diary extract as a character from a story. • To retrieve and record information from text. Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a flashback. • To write expanded noun phrases. • To write similes using abstract nouns. • To find near synonyms of verbs. • To write in the past tense. • To write a descriptive setting. • To modify adjectives with adverbs. • To use a fronted adverbial to explain how, when or where something took place. Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing. • To convey viewpoint by writing in role. • To revise, edit evaluate and improve my writing. • To convey viewpoint by writing in role. 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 fantastic whole book planned guided reading unit based on the book Oranges in No man’s Land by Elizabeth Laird. The story tells the struggles of a little brave girl called Ayesha during the civil war in Lebanon. I have planned a unit of work that has between 9 and 5 questions for each chapter (18 chapters in total). I have also included printer friendly pages where there are 4 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 colourful display that is great to have displayed all year round. It explains what a simple, compound and complex sentence is. Each type of sentence has a description and an example with each part colour coded.

Simple mnemonics really help pupils to remember key information they need to write great advertisements. This one is: SEAQAB S logan E xaggeration A lliteration Q uestions A djectives B enefits This display has an explanation for each part and it has 13 pages which include large letters to display the SEAQAB mnemonic clearly on your wall.

Simple mnemonics really help pupils to remember key information they need to improve their writing. This one is: PAMPAS P owerful verbs A dverbs M etaphors P owerful nouns A djectives S imiles This display has an explanation for each part and it has 13 pages which include large letters to display the PAMPAS mnemonic clearly on your wall.

This is a display which is eye catching as well as useful to have displayed all year round. It reminds pupils the importance of considering the best possible conjunction to use each time they want to write and. It has an explanation why pupils should try to only use and in lists furthermore a list of possible alternative words for pupils to use.

These are pupil tracking sheets for Reading, Writing and Maths. There is a commentary section at the bottom where you can record pupils who need targeting and what interventions you plan to provide them. This allows you to target interventions across the school and monitor what has impact which allows you to make better than expected progress for the pupils in your school.

This is a paragraph display that has an eye catching upturned pyramid and a full explanation on how to write a paragraph using a topic sentence. It also has a few versions of a paragraph that is colour coded to help pupils understand how to write their paragraphs. This display is best utilised by printing it out as A3 sized.

A Venn diagram for Reading, Writing and Maths in PowerPoint. To add your pupils just insert a text box where they need to go. This is a simple tool for class teachers to use to track the progress of the pupils in their class throughout the year.

This is a 3 and 1/2 week unit of work that is based on the book 'Street Child' by Berlie Doherty. The book tells the story about Dr Barnados and how the ragged schools were created through the eyes of an orphan Jim. Every time I have taught this unit there has been a special atmosphere as pupils have lots of ideas to discuss philosophical and moral issues and realise how lucky they are to be alive today in England. The end of the unit has two possible choices which are either writing as Jim in a diary extract or an alternative ending to the story. The learning objectives for this unit of work are; • To write a diary extract as a poor Victorian child. • To find and improve adverbs in a piece of text. • To make a freeze-frame to show what characters are feeling in a story. • To describe a character from a novel. • To write as a character from a novel. • To convey character by using colloquialism (slang). • To understand how a character from a novel feels. + Write expanded noun phrases. • To write a list poem. • To describe a character from a novel. • To make a key scene into a freeze frame, considering the characters feelings and emotions. • To map the story of a novel. • To map out a characters journey and feelings throughout a novel. • To find key information about Dr Barnardos. • To write complex sentences. • To identify cohesive devices for paragraphs. + I can describe the effect created by different cohesive devices • To plan a diary extract. OR To plan an alternative ending. • To write a diary extract. OR To write an alternative ending. 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, 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 an assessment table which for all year Primary year groups that includes the following groups; Whole class Boys Girls SEN Pupil Premium EAL Traveller Prior Attainment Group Below Prior Attainment Group ARE Prior Attainment Group GDS There is another table which also allows you to track the progress of pupils in the groups; Prior Attainment Group Below, Prior Attainment Group ARE and Prior Attainment Group GDS. This is very important if you want to prove your school is making better than expected progress.

This is a tracking document I have made for pupils working below age expectations. It allows you to track back to the correct year's objective in each of the domains so you can target interventions at the point of need. This is a great tool for making interventions really work.

This is a bundle of success criteria, that I use for the end of units. There is a column for both pupils and teachers as the expectation is pupils use the assessment tool to self assess their own work. The success criteria include: Biographies Descriptive Writing Diary Extracts Explanation Texts Instructions - Recipes Information Texts Newspaper Reports Non-Chronological Reports Persuasive Writing Play Scripts Poetry Poster - Advertisement Settings

This is a whole school tracking AFL tracking system for Writing. Each year group's required objectives are broken down into 3 phases as it is using the Hampshire phase model for the new curriculum. There is a tracking sheet for year 1 to year 6 created using Excel.