A bundle of 35 resources aimed at Year 6 but suitable across Upper KS2. 35 short grammar activities that can be used in grammar sessions, plenaries or interventions. This bundle is also ideal for SATs revision. Can be used independently or as part of paired or group work. Answers included Resources for: Correct and incorrect punctuation Semi-colons and colons Commas for clarity Word types including determiners, pronouns, prepositions, adverbs, adjectives, hyphens, punctuation for parenthesis, inverted commas, modal verbs Using a word as a noun and a verb Noun phrases Tense Prefixes and suffixes and word meanings Contractions. Activities include identifying grammar within sentences, explaining how it has been used, marking and correcting sentences, matching meanings and improving sentences.

A fifteen-lesson writing unit, leading students towards writing their own explanation text based on a fictional product: telescopic glasses! Students spend time at the start of the unit designing their own telescopic glasses. This allows them to focus on how to write an explanation text, without becoming bogged down in learning exactly how a specific product works, they can tell us! This would make a great unit to be taught alongside a Science unit on Space, or as a way to revisit Scientific knowledge. This unit begins with ten lessons exploring the text type and sentence level work. The final five lessons allow them to write their explanation text. The unit uses three differentiated example text types about telescopic glasses to supports students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Lesson order: Hook lesson: introducing the telescopic glasses and their purpose. Students design their own telescopic glasses. Creating diagrams with technical language, students draw and label diagrams of their glasses using technical language. Identify features of explanation texts, students explore the key features of explanation texts and find examples in the texts provided. Using parenthesis, students will look at how parenthesis has been used in the sample texts before practising writing their own sentences using parenthesis. Using relative clauses, students will look at how relative clauses have been used in the sample texts before practising writing their own sentences or paragraphs using relative clauses to describe their glasses. Writing with conjunctions, students will explore a range of conjunctions and their different purposes in the sample texts. They will then have time to complete sentences or write their own sentences using conjunctions: comparing, contrasting, explaining and describing more than one. Using cohesive devices, students explore how repeated words/phrases, rhetorical questions and conjunctions are cohesive devices. Activities include highlighting cohesive devices in sample texts and editing paragraphs to make them more cohesive.

A detailed and engaging fifteen-lesson writing unit, guiding learners towards writing a persuasive letter, convincing their headteacher to change the school week to four days. Throughout the unit, students read and refer to differentiated example texts to support their learning and understanding of what a persuasive letter is. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the persuasive letter, one step at a time. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: students will be given the chance to practise persuading each other to do simple tasks to understand what persuasion is. They will then read the example text, ending the lesson by exploring pros and cons for the idea of a four-day school week. • Identifying the key features of a persuasive letter, sorting and highlighting the features. • Speaking and listening lesson on exaggerating, students will explore what it means to exaggerate, and the language features used. Then practise exaggerating different reasons for having a four-day school week in pairs or groups. • Power of three, students learn what the power of three is, how it is used in the example texts and practise using it. • Talking directly to the reader using first and second person pronouns, students learn what first and second person pronouns are using a snap game. The independent activities include finding pronouns in the example texts, creating a word mat and re-writing sentences using incorrect pronouns. • Writing opinions as facts. Students learn the effect of writing opinions as facts to be persuasive and have the chance to practise writing some. • Fact finding lesson to create simple statistics, students create questions and poll class/staff members to create their own simple statistics for their letters. • Conjunctions to extend ideas, students explore how different conjunctions are used before the main activity, a matching card game where students need to match two parts of a sentence with a conjunction. • Understanding what rhetorical questions are and how they are used in persuasive letters, students either fill in the blank on an example text with rhetorical questions or create a word mat for rhetorical questions. • Planning our persuasive letter. • Writing the introduction and first paragraph, looking at examples and exploring the language used. • Writing the third paragraph, shared write to support students writing. • Writing the conclusion. • Students can practise editing using our ‘persuasive letter to edit’ before editing their own work. • Publishing texts.

A fifteen-lesson writing unit, leading students towards writing their own information text about two rainforest creatures. This unit of writing is ideal for students who have already studied the rainforest or to be taught alongside a rainforest topic (try ours here!). Students spend time at the start of the unit reading sample information texts to understand their purpose and structure. They then research two rainforest creatures to write their own texts about, they can use the rainforest fact files provided and we strongly advise also using textbooks or the internet to support their research. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the information text. The unit uses three differentiated example text types about giant anteaters and red-eyed tree frogs to support students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: read through the sample information texts with parts missing, students can try to work out what the texts are about and gain an understanding of the purpose of information texts. • Identify key features, students use the sample texts to understand and identify the key features in information texts. • Sorting information, students begin researching their rainforest creatures using the rainforest fact files provided and class books/the internet. Students complete a mind map to sort the information they find. • Answering questions in more detail, students use a chatterbox to answer questions about their creatures in more detail. • Using present tense, students will learn how information texts use present tense and practise writing in the present tense. • Using third person pronouns, students will learn how information texts use third person pronouns and practise using them to avoid repeating nouns. • Comparing and contrasting the two rainforest creatures using conjunctions and adverbials. • Writing a glossary for the information texts. • Exploring how rhetorical questions are used in information texts and practise writing them, • Introducing headings and sub-headings, students will use these to plan their information texts in preparation for writing. • Writing the introduction, looking at examples and creating a shared write as a class. • Writing the second and third paragraphs, more detail about the rainforest creatures. • Writing the conclusion. • Students can practise editing using our ‘information text to edit’ before editing their own work. • Publishing texts. Looking for more? Try our newspaper writing units, available for Years 3&4 and Years 5&6. Or our Year 3&4 explanation text.

A fifteen-lesson writing unit, leading students towards writing their own explanation text based on a fictional product: a watering robot! Students spend time at the start of the unit designing their own plant watering robot/machine (there is also an option to write about the ladybird robot in the example texts provided). This allows them to focus on how to write an explanation text, without becoming bogged down in exactly how a specific product works, they can tell us! This would make a great unit to be taught alongside a Science unit on plants or living things and their habitats, or as a way to revisit Scientific knowledge. This unit begins with ten lessons exploring the text type and sentence level work. The final five lessons allow them to write their explanation text. The unit uses three differentiated example text types about a ladybird-shaped plant watering robot to supports students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Lesson order: • Hook lesson: introducing the ladybird robot and its purpose. Students design their own watering robot/machine. • Questions, students answer questions in more detail about their watering robot/machine to have enough detail for their explanation text. • Creating diagrams with technical language, students draw and label diagrams of their robots/machines using technical language. • Identify features of explanation texts, students explore the key features of explanation texts and find examples in the texts provided. • Writing appropriate noun phrases, students will explore appropriate description for an explanation text and practise writing descriptions of their robot/machine. • Using prepositions to clearly describe different parts of the robot. • Writing with fronted adverbials, focussing on fronted adverbials to express time and cause. • Writing with conjunctions, students will use a range of subordinating and coordinating conjunctions to add information or to explain. • Understand and using bullet points, students will explore how they are used and practise writing a list or adding extra information with bullet points. • Introducing headings and sub-headings, students will use these to plan their explanation texts in preparation for writing. • Writing the introduction and second paragraph (explaining what the machine does in more detail), looking at examples and creating a shared write as a class. • Writing the third paragraph (explaining how the machine works). • Writing the conclusion. • Students can practise editing using our ‘explanation text to edit’ before editing their own work. • Publishing texts, including adding detailed diagrams.

A fifteen lesson writing unit, leading students towards writing their own newspaper article based on a fictional event: people have lost their shadows This would make a great unit to be taught alongside a Science unit on light and shadows, or as a way to revisit Scientific knowledge. The lessons beginning with exploring the text type, followed by sentence level work and ending with writing their newspaper report. The unit uses differentiated example text types throughout to support students understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students needs. Lesson order: Hook lesson: introducing the newspaper story, people have lost their shadows. Students take part in a fun treasure hunt activity to piece together the story. Identifying and sorting features of a newspaper report, using differentiated example texts. Sorting facts and opinions, understanding their use in a newspaper report. Writing headlines. Writing captions, including using prepositions. Generating appropriate vocabulary for our newspaper report. Generating fronted adverbials to be used in our newspaper report. Understanding and using conjunctions, this fun activity involves students rolling a dice to see which conjunction makes sense in a sentence and which fits best. Writing in the past tense. Writing quotes, punctuating direct speech for quotes in a newspaper report. This lesson also includes a hot seating activity for the whole class to engage in. Writing the report: writing the introduction. Writing the report: writing the main body. Writing the report: writing the conclusion. Writing the report: editing. Writing the report: publishing.

An engaging fifteen lesson writing unit, leading students towards writing their own newspaper article based on a fictional event: a school has lost its gravity! This would make a great unit to be taught alongside a Science unit on forces, or as a way to revisit Scientific knowledge. The first ten lessons explore text type, followed by sentence and word level work. The unit uses differentiated example text types throughout to support students understanding. Lesson Order Hook lesson: a school has lost its gravity! Analysing newspaper articles. Formal vocabulary used in newspapers. Relative clauses used in newspapers. Parenthesis used in newspapers. Rhetorical questions to start and link paragraphs. Technical language (explaining gravity). Appropriate descriptive language used in newspapers. Writing a conclusion, focussing on how the structure is different to other parts of the report. Writing the report: writing the introduction. Writing the report: writing paragraphs 2 and 3. Writing the report: writing paragraph 4 and conclusion. Writing the report: editing, with a report for students to practise editing. Writing the report: publishing.

The perfect way to start off your morning of learning. Monday morning tasks start with activities relating to feelings to get the week off to a good start. Each sheet has English and Maths activities aimed at Year 3, beginning the term with consolidating their learning from Year 2 and continuing with what they will learn during the Autumn term. Maths activities progress in small steps as the week goes on. PPTs include challenge tasks for children who finish early and answers. Content: Number sequences Marking numbers on a number line Comparing and ordering numbers Place value Writing numbers in words and digits Addition and subtraction progressing from adding ones to adding and subtracting numbers in the hundreds using a range of representations 3, 4 and 8 x tables using a range of different representations. Using adjectives, verbs, adverbs and nouns in sentences. Synonyms and antonyms. Spelling of common exception words. Correcting spelling and grammar mistakes Descriptive writing.