FREE Phonics Resource takes a look at the long E sound. Designed for KS2 children who didn’t quite grasp phonics in KS1 … although perfect for any child who needs phonics help. If you want more, there is an interactive CD (PHONICS to SPELLING by Charlotte Raby) that is filled with excellent phonic activities, games etc. But for now, this a great resource to help instil phonics in a fun and memorable way. Like the resource? Leave us a review

This sample provides a week of Phonics Planning for Phase 3 from LCP's full Phonics Planning 2 Teaching Resource. </br> It has a table detailing how to teach the relevant material and supplementary sheets for conducting activities. Gives a feel for tried and tested Phonics Planning methods.

FREE Poetry in Motion resource pack includes: - 1) Drafting and Presentation, 2) Trees and Woodlands 3) Be Verbose with Verbs! Based on actual poetry work carried out by Roger Butts – a former primary school teacher, headteacher, advisor and lover of the outdoors. The activities encourage children to look carefully and closely for specific details, which will not only help them to understand and appreciate their environment but, helps them to create an effective and lasting image to convey their ideas and emotions. Many of the ideas can be taught at any primary age group, as different age groups or abilities will produce different outcomes from the same stimuli Leave a review

5 worksheets to inspire learning and encourage geographical curiosity both at home or at school. Available as PDF to print. Designed for Year 3. These worksheets include: Instructions and templates to make a cardboard contours island (2 sheets) River bend investigation River speed investigation Understanding Cities in the UK.

Our Literacy Homework Activities for Year 4 provide forty-eight challenging and engaging Literacy homework activities sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 4 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 4 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. We’d love to hear how you’re getting on with these resources. They include parental guidance and spelling sheets, especially for Year 4 pupils. The Homework Sheets are in Microsoft® Word format and the activities also cover speaking and listening skills.

Our Literacy Homework Activities for Year 5 provide forty-four challenging and engaging Literacy homework activity sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 5 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 5 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. 40 sheets support the development of other essential literacy skills and four that can be used generically. They include parental guidance and spelling sheets, especially for Year 5 pupils. The Homework Sheets are in Microsoft® Word format and the activities also cover speaking and listening skills.

Our Literacy Homework Activities for Year 2 provide 50 challenging and engaging Literacy homework activity sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 2 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 2 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. 30 support the development of other essential literacy skills and 20 to support the teaching and learning of phonics. They include parental guidance and spelling sheets, especially for Year 2 pupils. The Homework Sheets are in Microsoft® Word format.

Our Literacy Homework Activities for Year 1 provide fifty challenging and engaging Literacy homework activity sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 1 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 1 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. 30 sheets to support the development of other essential literacy skills and 20 sheets to support the teaching and learning of phonics. They include parental guidance and spelling sheets, especially for Year 1 pupils.

The purpose of this lesson is: to learn about the story of Theseus. Children should learn: • about one Greek myth in detail; • to answer questions showing understanding of myths and legends. Class objective: • to learn about the myth of Theseus and the Minotaur. Children should be able to: • understand the nature of a myth; • recount the story of Theseus and the Minotaur. Includes: Lesson Plans and Activities and the story

This non-fiction unit for Years 5 and 6 revisits the key features of recount texts. Analysing recounts drawn from a range of media, children identify common features and differences. They then go on to produce a plan, carry out interviews, collate and evaluate the information they have gathered and write an article or report. To give context to this work, it would be useful to arrange a visit from a local news reporter or a trip to a news office, if possible. The examples in these lessons are taken from ‘Beowulf’ and follow on from Fiction Unit 3. This unit could be used at any stage in Year 5. Lesson length This unit could take about three to four weeks. We have organised the unit’s content into seven lessons, each of which should take about an hour. Each lesson also has a set of extension activities for different abilities, as well as Hotspot! (Higher Order Thinking/Higher level questioning ) challenges. Lesson 1 Read all about it!• To identify the different features of a newspaper Beowulf ’s clash with Grendel – an impersonal recount • To write a recount of an event. 3 An interview with Wiglaf. • To recognise the key features of an interview use a range of open and closed questions to gather information from an eye-witness 4.‘We interrupt this programme for a newsflash…’ • To take useful notes and to ask open questions. • To explore individual’s motives through role play 5 Carefully chosen words.• To write a range of different kinds of sentences. 6 Here is the news • To organise and edit work and make improvements 7 The importance of good editing • To reflect critically on their own and other’s writing and to improve it. Leave a review

Taken from our Literacy Upper KS2 Resource file Includes lesson plans and resources Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story. Lesson 2: One powerful legend, two stories LO: To be able to compare different versions of a legend. Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas Lesson 4 Capturing the moment LO: To act out scenes from stories and to describe them in precise sentences. There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative. Leave a review

Includes: Sheet 1: Tense – to change the tense of verbs. Sheet 2: Tense Challenge – to change the tense of verbs. Sheet 3: Tense Challenge – to keep the same tense throughout a piece of writing. Sheet 4:Tense Challenge – to change irregular verbs to the past tense. Taken from our Grammar and Creativity Year 3 book. Easy to follow and use. Leave a review

The titles of the 5 texts include 1.The Möbius strip 2. Squash 3. Chinese 4. New Year 5. Cricket 6. Message The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

The titles of the 5 texts include 1 Venus flytrap 2 Fabulous photos 3 Is there life on Mars? 4 Scouts 5 Skateboarding The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

Includes 5 Non-fiction texts with 5 question/activity sheets. Text titles: Our classroom New shoes Please and thank you Bread One acorn The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Leave a review

The titles of the 5 texts include Party plans I can… Time to pray Our writing table PE picture dictionary The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review Find us on Facebook

An introductory programme for children not yet ready to embark on the Renewed Literacy Framework Week2- To recognise and write letters ‘h m d g c o’ • To read and spell first 23 High Frequency Words • To recognise sounds at the beginning of words • To read and write a sentence using some HF words SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters. SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum. How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6. What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet. Leave a review

Get the whole book via our TES shop 15 sheets with Answers Alphabet – to put words into alphabetical order. Compound Words – to investigate compound words. Thesaurus – to use a thesaurus to improve my vocabulary. Nouns – to revise word classes – nouns. Nouns – to recognise abstract nouns. Suffixes – to use suffixes: ship, ment, hood, ness. Pronouns – to revise word classes – pronoun. Possessive Pronouns – to use possessive pronouns correctly. Determiners – to explore determiners. Verbs – to revise word classes – verbs. Verbs – to choose the correct form of a verb. Verbs Challenge – to correct past tense verb endings. Prefixes – to use the prefix: re. Adjectives – to revise word classes – adjectives. . Adjectives Challenge – to revise word classes – adjectives Taken from: Grammar and Creativity for Year 4 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

Grammar and Creativity for Year 4 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. The guide is organised in an incremental way, later tasks being built on earlier ones. Step by step, each exercise calls upon skills and terminology already explored. In this way, both the child and their teacher will develop a sense of the progress being made. At any particular age, of course, children will be working at different levels and may need either more fundamental or more challenging work set for them The guide has three main sections: word, sentence (including punctuation) and text. Each section has an introductory page which can be enlarged to create an explanatory poster for display purposes. At the end, there is a glossary explaining the terminology used in the book, as well as an answer section. Leave a review

The story ‘A New Friend’ This book is designed for use with children who are being taught Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate. Turn to the story and show children the front cover. Discuss what they think the book might be about and then open to the first page. Fold the book so the children can only see the illustration and you can only see the text. This is not a reading assessment. Children are not expected to read the text. Read the text to the group and then ask the questions printed at the bottom of each page. Read each page at a time and ask the questions as they go along, or read the entire book and go back to revisit the questions on each page at the end. Invite children to write the key words on their paper, ensuring that as you say them you do not sound-talk the words or elongate the sounds in the words for them. Leave a review