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Bundle 11+ Verbal Reasoning Decoding Vol 1 & Vol 2 Maths KS2
Bundle.
Two sets of Verbal Reasoning worksheets.
Vol one and vol 2.
I have designed 100 worksheets on decoding numbers for the 11+ non verbal reasoning questions. There are 100 worksheets provided on a cd. Decoding is an important aspect of the 11+ exams. Ideal for parents, pupils and tutors. Answer sheets provided. The Decoding worksheet helps to reinforce spelling and problem solving skills for students. The letters of each word are replaced with other letters or numbers based on a pattern. Students must translate the words and spell them correctly. You can see an answer sheet in my picture with the answers in red.
Vol 2 has 100 more sheets
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Bundle 11+ Verbal Reasoning Decoding Vol 1 Maths KS2 & Antonymn sheets
Bundle.
decoding vol 1 plus Antonymn sheets.
I have designed 100 worksheets on decoding numbers for the 11+ non verbal reasoning questions. There are 100 worksheets provided on a cd. Decoding is an important aspect of the 11+ exams. Ideal for parents, pupils and tutors. Answer sheets provided. The Decoding worksheet helps to reinforce spelling and problem solving skills for students. The letters of each word are replaced with other letters or numbers based on a pattern. Students must translate the words and spell them correctly. You can see an answer sheet in my picture with the answers in red.
100 sheets where you have to circle the correct antonymn.
Bundle
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Bundle 11+ Prep Antonym Synonym Letter Patterns Vol 1
Bundle.
Good value.
Please look at my shop for details.
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Year 5 Spring Planning Literacy Persuasive Writing & Aesop Worksheets Close
Save your Sundays!
Great planning for 6 weeks.
Plenty of powerpoints, worksheets and planning.
Plus a load of Aesop worksheets close tests.
Cut and paste into your template and enjoy a cuppa on Sunday nights watching the telly
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SPAG Ideas Powerpoint 18 slides Good for Inset or General Teaching
A powerpoint that gives ideas on how to do short spag exercises in lessons
Could be used as part of an inset day.
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Year 5 Back to School Autumn Planning Fables Literacy Lots of Planning
Lots of planning for the Autumn term.
Literacy.
Powerpoints, planning and handouts included. Plenty of a month’s work.
Sample planning:
Genre: Traditional stories, fables, myths, legends.
Focus Texts: Robin Hood (Legend), Hercules (Myth) and Pandora’s Box (Myth).
Objectives
Primary Framework 7. Understanding and interpreting texts
Compare different types of narrative and information texts and identify how they are structured
Explore how writers use language for comic & dramatic effects
8. Engaging with and responding to texts
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts
11. Sentence structure and punctuation
Punctuate sentences accurately, including using speech marks and apostrophe
Learning/Writing outcome for unit: Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience.
Children can reflect on their own performances.
Children can reflect critically on their own writing and edit and improve it.
NB Teacher Day on Monday, Mass on Thursday
LO: Whole Class Shared Learning
Guided and Independent Activities: Plenary:
Tu Identify features of a myth.
Introduce the new unit and look at the writing outcome displayed on the working wall – explain that we have three weeks to achieve this.
Allow children two minutes to TTYP and talk about the new unit – do they have any ideas about myth, legends or fables?
Introduce the LO for today.
Work through the PowerPoint on the features of a myth.
Activity One
Come back together and create a ‘post it’ note checklist for the working wall, to include:
A myth is about gods and goddesses
It is set in ancient times
It features danger/revenge
It includes use of magical powers
It uses powerful imagery
Characters are heroes
Explains a strange/important happening
It features strange, frightening creatures
Read the following version of ‘Pandora’s Box’ and compare & contrast:
http://myths.e2bn.org/mythsandlegends/story562-pandoras-box.html
Activity Two Activity One
Read through the myth of ‘Pandora’s Box’ Discuss the features – give children 10 minutes to highlight the features in pairs.
LA: Supported by IR
Activity Two
Provide several examples of myths for pairs. Children to highlight and annotate the features. Differentiate questioning after activity.
Discuss the task – were all the features present?
Push HA to say that Myths pass on cultural, religious or spiritual beliefs and traditions.
Look at the ten rainbow steps to writing a myth on PPT – discuss how this links to the story mountain.
Homework and spellings.
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Literacy Bundle Year 5 Road Dahl J K Rowling Persuasive Writing
Loads and loads of planning aimed at year 5 and year 6 Literacy work.
Save yourself hours of planning.
Lots of worksheets, powerpoints, planning etc.
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Lots of Literacy Planning Year 5 Harry Potter Myths Secret Garden The Piano
A mass of planning from my years teaching year 5.
Loads of powerpoints, planning, worksheets etc
It covers :
Harry Potter
Myths/Iron Man
Stories from other cultures
The Secret Garden
The Piano
Sample planning :
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Back to School Year 6 Complete Year's Planning Literacy Roald Dahl
A great set of planning.
Three terms.
Loads of planning and powerpoints and great topics.
Zip file has the lot. I’ve put some sample ones in the general load so you can look.
Includes :
Biography and Autobiography
Cross curricular history & literacy
Fiction Genres
Roald Dahl
Poetry
Journalistic and persuasive
Sample :
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Back to School Autumn PlanningThere's a Boy in the Girls' Bathroom Louis Sachar
Some great planning on this excellent book.
Worked a treat in year 4 but could be adapted up or down.
Sample planning :
Reading and Analysis
Mon
Revise comma splicing work. Choose three example sentences and punctuation to add. WALT: To be able to explore themes and issues in a text,
To be able to write in role to a character in the text.
Read extract showing Jeff changing. Note reactions at each point. (Reveal)
How is Jeff feeling? How do we know? How does Bradley feel now? Write an e-mail to Jeff using Extranet site. Advise him what to do based on events in chapter. Informal. Consider purpose. Share received e-mails. How should Jeff respond.
AF6 Wr Viewpoint of character RED
CT to support sentences and encourage completion.
Tues Consider e-mails and identify errors to correct. Check grammar and punctuation. Who is the audience? APP AF3 reading
WALT make deductions from a text.
Read ch 23-25.
WALT: interpret evidence to make deductions. All draw outline of Bradley showing his bad outside and his good inside. Write diary entry on behalf of Bradley showing feelings about Carla. R AF3 make deductions. Children are to show and explain there own choices and justify decisions. GREEN
Support sentence skills and grammar.
Wed
Recap word groups with examples of each in class. E.g. adverb and adjective. Improve using a thesaurus. Read next chapter to include list Bradley makes. What does it show us about him? Be imaginative. AF3 R How is it helping him to think? Why does he repeat some things? Create your own list in the style of Bradley. Check spellings and compare with a friend. What does it show about you?
WALT: Show empathy for a character.
Read and interpret lists as if you were Carla. What would she say? ORANGE
Support use of dictionary and thesaurus for ideas.
Thurs
Grammar skills. Choose correct words to complete gap. Adjectives. Shared read next chapter with Bradley changing. How does he feel? Freeze frame alongside story telling. How does each character feel? Use outline of Bradley. Show goodness inside and badness outside. Use quotes and examples from the text. WALT: select evidence to support a view VERY WELL DONE! Share thought with a partner and with the class. Yellow
Share quotes. What do they show about his character?
Fri
List prepositions. Sort into order then create a paragraph. Teacher to model. Big Writing: SATs test example. Through the door. Apply skills of descriptions using prepositions. Planning time using boxing for paragraphs. AF1 AF7 Wr
WALT: write a description of a scary place. 3 Stars and a wish. Response partners. Blue: Extend ambitious vocabulary.
Tell me what you think/felt about…
What came into your mind when you read…
Have you come across anything like this before….? Tell me more…
Do you agree…?
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Year's Planning Year 6 Literacy and Maths Excellent Academy
This concentrates on Maths and English.
Lots of great teaching ideas.
Mainly Maths and English.
The zip file has the lot. I have put some in the general download to give a flavour.
sample planning :
LO: To use written methods of addition.
Review written methods of addition carried from Friday’s lesson (column, number line and partitioning. Use numbers with up to 4 digits during teaching time.
Review how to use written methods and inverse knowledge to identify missing digits within calculations.
Move on to solving simple word problems by choosing the most appropriate methods for task.
AG: Supports Circles during teaching time.
RM: Abacus Y1 page
LO: To use written methods of subtraction.
Give the children the following calculation 98 – 47. How many different ways can they carry out this calculation? Focus on methodology used by class. As a class ensure understanding of the following methods, number line, partitioning and column. What happens with column subtraction if the calculation was 96 – 47? Model decomposition. What happens when we work with decimal numbers? Model the use of decomposition several times. Children to carry out a range of calculations –
AG: Supports Circles during teaching time.
RM: Abacus Y1 page
LO: To use written methods of subtraction.
Review subtraction calculations for number lines and column methods involving amounts of money.
Ensure children are familiar with decomposition and have time to review as needed. Apply within calculations that involve single and multiple decomposition.
APPLY TO WORD PROBLEMS
RM:
LO: To use written methods of multiplication.
As before, review methods of multiplication with the class. Focus on the use of grid methods and compact methods to carry out calculations.
MUST: Multiply TU x U
SHOULD: Multiply HTU x U
CHALLENGE: Multiply (H)TU x TU
LO: To identify sequence rules.
Review knowledge of sequences and rule identification with the class. Explore how sequences can involve numbers, shapes and letters. Children to continue sequences.
When exploring number sequences, make link to times table groups. E.g. 3, 6, 9, 12… Next number is…
Focus on continuing and completing sequences, by identifying the difference between known numbers and using this to identify missing values.
AG: Supports circles /
RM: Completes sequences involving shapes or colours. INDEPENDENT
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Year 3 Literacy and Maths Planning
Gathered my lessons for year 3 together.
Mainly Literacy and Maths plus bits and bobs.
In the zip you find the lot. Included some examples in general upload.
Sample planning :
Introduction
Explain will be looking at different ways of writing poetry using special words and shapes as stimulus. ‘calligram’ means beautiful writing.
Show examples.
S&L
Children discuss with response partner why they think words are presented in these ways. Teacher draw children back together.
After discussion, ask children to choose most effective calligram, justifying choice.
Draw out understanding that the meaning of words inspires the shapes in a calligram.
Teacher demonstrate use of ICT programs to produce calligrams and own drawing as alternative.
Draw up a list of suitable words for choices.
Word/Sentence Activities
Use IWB store range of suitable words for calligrams. Can children classify word types: nouns, adjectives, adverbs etc.
YEAR 3 LITERACY LESSON PLAN 16th Monday
Whole Class Shared Learning
Before reading; ask the children what they think ‘Autumn’ poem will look like.
Show poem. Ask them to decide where you should begin reading and then read the poem.
Read two more examples of shape poems.
Add appropriate actions. Class repeat.
S&L
Encourage the children to say how similar and different the three poems are. Invite them to say which poem is most effective visually. Which poem do they prefer? Discuss why the poets have chosen these shapes, and how the shape affects the content of the poems.
Practice with RP saying preferred poem aloud.
Word/Sentence Activities
Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes
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Year 2 Planning Literacy and Maths
Gathered my lessons for year 2 together.
Mainly Literacy and Maths plus bits and bobs.
In the zip you find the lot. Included some examples in general upload.
Sample planning :
Read the traditional tale LRRH, recap ‘good’ central character/villain. Concentrate on the attitude, not words. What would happen if we reversed the characteristics?
S&L
Children discuss how a ‘good’ wolf might behave towards LRRH/Granny.
Teacher draw children back together. Model how to ‘tell’ story of wolf from new pictures.
Word/Sentence Activities
IWB available for quick phonic session.
YEAR 2 LITERACY LESSON PLAN WEDNESDAY
Whole Class Shared Learning
Return to the traditional tale of LRRH.
Remind children about their previous day’s pictures. What did they do? How did they change the Wolf? Is he still the villain?
S&L
Ask the children to look at their pictures as you read story extracts with his dialogue.
Encourage them to discuss dialogue with a partner. Do the pictures and words make sense together?
As a class, agree that the Wolf needs new words. Discuss what he might say. Model how to write words for a speech bubble.
Word/Sentence Activities
Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes
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SEAL PSHE Year 5 and 6 Planning Well Being Week Multi Faith Anti Bullying
Did a lot of work in my career with year 5 and 6 in the aspect of PSHE SEAL etc.
Gathered together my planning.
Some good powerpoints in here.
There’s planning for a Multi Faith week that covers the whole school.
Well being week covers the whole school too.
Topics tackeld include :
healthy eating
feelings
new beginnings
getting on and falling out
going for goals
relationships
problem solving
going for goals
sample planning
Objectives
• I know that my relationships are all different and that different ways of
behaving are appropriate to different types of relationships.
• I can accept and appreciate people’s friendship and try not to demand
more than they are able or wish to give.
Activities
Ask the children to think of as many different friends as they can (in and out of
school), then to think about the following questions for a few moments, then to
share their thoughts in pairs for 2 minutes.
Do you like all your friends in the same way?
• Do you like doing the same thing with all of your friends?
• Do you tend to see some friends only in certain situations?
• Would you want to see all of your friends all the time?
Take feedback, and hold these ideas. Teacher to demonstrate Levels of Friendship circles on the board, starting in the centre with close friends and family, second circle –good friends/cousins etc, third circle, third circle –people in school/relatives you see rarely, fourth circle –people who are acquaintances or know slightly –postman, doctor etc.
Give out copies of the Levels of friendship resource sheet and ask children to
complete the sheet for themselves. They will not need to share it with anyone.
Plenary
When the children have finished, or the allocated time has elapsed, facilitate a brief discussion as a class, drawing out the point that we all tend to have friendships at different levels, and this is OK. We do not want to be best friends with all of our friends. Some of us have many friends, some prefer to have one close friend.
Outcomes
Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have.
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Year 1 planning Maths and English from Excellent school Back to school
Planning for year one I’ve gathered from my log career.
Mainly Maths and English but other stuff too.
Zip has loads. I’ve put a sample in general download.
Read the story ‘We’re going on a Bear Hunt’
Talk about the main events and make a list of the characters on the IWB.
Introduce the term setting and discuss what a setting is.
Identify all the different settings in the story and make a list on the IWB. Make links with the children’s own experiences eg who has walked through long grass?
Diamond/ Ruby
H/A
(Ind) Children to complete worksheet identifying main characters, setting and event (HA sheet)
Children to complete worksheet drawing favourite setting, identifying main characters, and explaining what happened.
(SD to support)
Children to complete worksheet drawing favourite setting, identifying main characters, and explaining what happened.
(BM to support)
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Poetry Imagery Planning Year 6 English Literature Imagery and Personification
Great planning for year 6.
Two weeks worth.
Nice powerpoints.
Sample :
Introduce the new unit and writing outcome.
Read the poem ‘Fog’ by Carl Sandberg together. Write ‘personification’ on the board and discuss what this means.
TTYP – what might it mean?
Agree on a definition for the working wall: Giving human traits to non-human or abstract things. Or making a non-human thing do things that only a human can do. Explain the phrase ‘inanimate object’.
Give out copies of ‘Two Sunflowers Move in a Yellow Room’ by William Blake. Discuss how the sunflowers are given human characteristics – they talk, they feel tired, they want a room with a view!
Return to the poem Fog. In this, it is almost as if Fog is alive – either human or possibly feline (cat-like).
Look again at ‘Two Sunflowers Move in a Yellow Room. ’Underline the words ‘topaz tortoises’.
Ask children what these last lines mean?
Discuss whether it matters if we are not sure of the exact meaning of all the words in a poem. Why might it not matter? Because it is the sound and the rhythm of the words which is as important as their meaning in a poem.
Look up topaz to find its meaning. Does this help us understand what the last two lines mean?
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Roald Dahl Charlie and the Chocolate Factory Write An Advert Persuasive
Some nice little lessons on the Road Dahl classic plus some great powerpoints.
sample :
Support for spelling
Count the syllables. CT will remind children what a syllable is and provide a list of words on the board. Children will count how many syllables there are and record on their whiteboards. CT will provide children with three types of chocolate (number 1, 2 and 3) and a blind fold. In pairs one child will be blindfolded and the other will pass the chocolate for the children to try.
Children will watch a clip of Willy Wonka from the film ‘Charlie and the Chocolate factory” CT will review the features of a formal letter:
Address in top write hand corner
Date (on left)
Greet using the persons formal title
Introduce yourself
State the reason you are writing
Lots of connectives
Persuasive techniques
Close the letter with ‘Yours Sincerely’
Formal language
Children will write a business letter to Mr Wonka persuading him to make their chocolate bar.
Sentence types
Children will work in pairs; one as an instructor and one as the listener.
instruct listener to walk to cone on playground.
Imperative verbs – CT will explain that children will have just used lots of imperative verbs which are ‘bossy verbs’.
CT will display sentences on the board and children will need to change them into an imperative sentence.
CT will display a set of instructions and children will suggest features including:
• A goal
• List of equipment
• Time connectives
• Present tense
• Imperative verbs
• Numbered steps
• Short, clear and direct sentences
• Picture of finished article
Children will then create a set of instructions for making the rocky road bites,
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Year 4 Literacy Plans Persuasive Text poetry Imaginary Worlds
Literacy plans for year 4.
Mainly word doucuments for
recounts
newspaper
book week
persuasive texts
poetry
antibullying week
imaginary worlds
stories with historical settings
stories with imaginative settings
stories with historical settings narrative writing and book week
creative writing
holy week
Bits of Roald Dahl the Twits references.
Sample planning : What newspapers and magazines can the pupils name?
What are the articles usually about?
Discuss the purpose of a newspaper.
WALT – know the features of a newspaper text.
WILF – good expression
Read through the opening paragraph of a newspaper article. Children to discuss the features and the structure of the opening paragraph.
Newspaper articles have all of the important information in the opening paragraph. The opening paragraph is not overly descriptive. This information includes who, what, when, where, why and how. (It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning).
Children wrote learn the opening paragraph of a newspaper article. Firstly as a class, followed by group work.
Recap the features of an opening paragraph of an article. SW – target group to discuss the features of the article.
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Year 5 Literacy Planning Roald Dahl Material Poetry Iron Man Big Write
About a months work of year 5 Literacy planning.
Some nice Roald Dahl stuff in there.
sample :
Recap on the children’s knowledge of poetry i.e. alliteration, similes, metaphors and onomatopoeia as the Iron Man is rich in poetic features. Introduce the book to the children. Highlight the cover of the book. What do you think the book will be about? Discuss with partners, share ideas with the class. Read the blurb. Why do you think the book is described as a modern fairy tale?
Introduce that the author of the book is also a poet. Share that there are many poetic features in the text that are used to describe the characters and setting e.g. similes, metaphors and onomatopoeia. The children will have to take notes of these features. Read chapter 1 to the children. Ask the children to jot descriptions of Iron Man on their whiteboards while listening to the story. Use a PowerPoint to highlight the description of Iron Man on page 1-2.The children will create a mind maps on Iron Man. They will create a description his movements, his features and his personality.
Focus: Characters
WALT : To create a description of a character from a text.
WILF:
Use of adjectives, verbs and poetic features (i.e. similes, alliteration and onomatopoeia).
Use neat handwriting. Share sentences with the class and discuss the descriptions they have created. What type of character is he? What similes are used in the text?
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Back to School Year 3 Maths English Plans 19 English weeks 18 English weeks
Looking for some inspiration going back to school.
19 English weeks 18 English weeks
Plus some humanities planning on China etc
Sample
Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE
Look at a series of images. Witch, doctor, pirate.
Look at the features, are there similarities.
Elaborated pictures of people. Famous and non famous.
Discussion and focal point.
Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is.
Expanding on words to describe
Steps to Success
Mild: To review characters
Spicy: To recognise features of a character
Hot: To describe your character
Extra Hot: How could you describe yourself? Tell me.
What sort of questions did you ask eachother?
Why? Who spoke about the hair colour. How could we describe this person to someone.