This clear, detailed and visually-appealing resource offers a complete reference point for teachers, parents and Year 5 children covering the National Curriculum expectations for vocabulary, grammar, and punctuation. It contains comprehensive sections on: -Overview of Year 5 Expectations; -Punctuation: parenthesis, commas for clarifying meaning/ avoiding ambiguity; -Grammar & Vocabulary: Word Level: converting nouns/adjectives into verbs and using verb prefixes; -Sentence Level: relative clauses and degrees of possibility; -Text Level: building cohesion within paragraphs and adverbials of time, place and number; -Key Terminology. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This whole class reading session aims to develop children’s comprehension of the opening chapter of Malorie Blackman’s ‘A Dangerous Game.’ It contains a link to the online chapter (on the first slide) and a PDF version if needed. This is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension skills through a reading of the opening section of 'Michael Rosen’s ‘Big Book of Bad Things.’ The resource pack includes the extract needed. This is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 3-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s fluency and comprehension skills through reading Julia Donaldson’s ‘The Paper Dolls.’ The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension of the opening chapters of Roald Dahl’s The Twits. It contains a link to the online chapter (on the first slide). This is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 2-3, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension skills through the reading of an original factfile about the life of Ernest Shackleton. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension skills when reading non-fiction texts. This particular session focuses on their reading of an original information sheet (included) about Great White Sharks. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension skills through a reading of the story of how Siddhartha Gautama became the Buddha. The resource pack includes the story text and all of the activities for the session, which the class are guided through via a comprehensive PowerPoint presentation. This is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in KS2, although with minor adaptations it could feasibly be used with slightly older year groups.

This whole class reading session aims to develop children’s comprehension skills when reading non-fiction texts. This particular session focuses on their reading of an original information sheet (included) about jellyfish. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This 16-page resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Lord Byron’s power and conflict poem ‘The Destruction of Sennacherib.’ Teachers have found them particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. Activities within the booklet include: ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these. ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’ Plus many, many more activities! I’ve also added it as a PDF in case the formatting differs on your computer.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Tony Harrison’s poem 'Long Distance II.’ Teachers have found them particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. It is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This whole class reading session aims to develop children’s comprehension skills through a reading of the opening chapter of Eva Ibbotson’s 'Journey to the River Sea.’ The resource pack includes the extract and all of the activities for the session, which the class are guided through via a comprehensive PowerPoint presentation. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in KS2. I originally used this with Year 4-5 children, although with minor adaptations it could feasibly be used with slightly younger and older year groups. The session is also suitable for home/ remote learning.

This whole class reading session aims to develop children’s comprehension skills through a reading of the opening chapter of Lisa Thompson’s ‘Owen and the Soldier.’ The resource pack includes the extract and all of the activities for the session, which the class are guided through via a comprehensive PowerPoint presentation. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in Years 3 to 4, but it could feasibly be used with slightly younger and older year groups. The session is also suitable for home/ remote learning.

This clear, detailed and visually-appealing resource offers a complete reference point for children when writing romantic poetry. The organiser is also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for this poetic form. The organiser has a particular focus on the content, language and structural features required to write effective romantic poetry. It contains distinct sections covering: -Overview: Romantic Poetry; -Content: The five senses, subject matter; -Language: Vocabulary choices, rhyme, alliteration, similes, metaphors, alliteration and onomatopoeia, punctuation checklist, word mat etc. -Structure: Line length, poem length, stanzas. The resource was originally designed for upper KS2/ lower KS3 children. It is designed to be printed onto A3 (however can also be printed in A4) and is provided as both a PDF and a Word version (so that you can edit if you want to).

This whole class reading session aims to develop children’s fluency and comprehension skills through reading ‘Goldilocks and the Three Bears’ from Roald Dahl’s Revolting Rhymes.’ The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The text is hyperlinked (first slide) for ease of access. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension of the opening chapter of Lara Williamson’s ‘The Boy Who Sailed the Ocean in an Armchair.’ It contains a link to the online chapter (on the first slide - also provided as PDF). This is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s fluency and comprehension skills through reading ‘Little Red Riding Hood and the Wolf’ from Roald Dahl’s Revolting Rhymes.’ The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The text is hyperlinked (first slide) for ease of access, and also provided as a PDF. The session is best suited for children in years 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Wilfred Owen’s World War I poem ‘Dulce et Decorum Est.’ Teachers have found the activities particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. It is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This whole class reading session aims to develop children’s fluency and comprehension skills through reading Britta Teekuntrup’s ‘Tree: Seasons Come, Seasons Go.’ The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The text is hyperlinked (first slide) for ease of access. The session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension skills through a reading of the opening chapter of Emma Carroll’s ‘Lighthouse from the Lighthouse.’ The resource pack includes the extract and all of the activities for the session, which the class are guided through via a comprehensive PowerPoint presentation. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in Year 5 and 6, but it could feasibly be used with slightly younger and older year groups. The session is also suitable for home/ remote learning.