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

A crossword to use in conjunction with Treasure Island unit. Leave a review

See the full Instructions unit: https://www.tes.com/teaching-resource/year-2-english-literacy-instructions-unit-12330446 One lesson with plan and resources Good for introducing the topic of instructions WALT: Listen to instructions. • Follow instructions and give instructions on how to move. Focus on speaking and listening skills by getting the children to follow a chant. Leave a review

It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills. Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1. The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it. Unit 1 available free on our both our website and TES shop. Leave a review

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.

In this section, the children will learn to say their age and where they live. They will learn the numbers 13–21, the days of the week, some phrases about the weather and the Spanish alphabet. This is a 7 week unit of work Includes: Medium Term Plan, Individual Lesson Plans, Lesson Activities **Topic titles How old are you?** The purpose of this topic is for children to know how to say how old they are and to ask others their age 2. Where do you live? The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response. 3. Nationalities The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak. 4. Numbers 13–21 The purpose of this topic is to ensure that children can count to 21 in Spanish 5. Days of the week The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy? 6. The weather The purpose of this topic is for children to say what the weather is like, using a few simple phrases. 7. The Spanish alphabet The purpose of this topic is for children to learn the Spanish pronunciation and sounds of the alphabet that will aid accurate pronunciation and the spelling of simple words.

The purpose of this topic is for children to say what the weather is like, using a few simple phrases. Learning objective Children learn: to describe the weather, using a few simple phrases Learning outcomes Children learn: to respond to the question ¿Qué tiempo hace? using short phrases, e.g. hace buen/mal tiempo; hace calor/frío to name and describe the weather in various places, e.g. en Alicante hace calor to write the phrases so they can describe the weather correctly Includes Lesson Plan and Activity Sheets

The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak. Learning objective Children learn: to describe their nationality and the languages they speak Learning outcomes Children learn: to describe their nationality and ask others the same question, for example Soy inglés/inglesa to say what languages they speak, for example Hablo inglés y español Includes: Lesson Plan and Activity Sheets

The purpose of this topic is for children to identify members of their family, to respond to questions and to write short phrases correctly with support. Learning objective Children learn: to introduce members of the family Learning outcomes Children learn: to identify correctly names for members of the family to understand and say whether or not they have brothers or sisters to respond with Se llama… when asked someone’s name to understand that el is masculine and la is feminine to role-play members of own, imaginary or famous family to copy familiar short phrases correctly to name and describe people to use visual clues to produce short phrases using mainly memorised language Includes: Lesson Plans, Vocabulary and Lesson Activities

The purpose of this topic is for children to learn vocabulary to describe the colour of items. Learning outcomes Children learn: to say the correct word for the colour in response to the question ¿De qué color es?, e.g. Es azul. to use short phrases to express personal responses and preferences: me gusta el rojo, no me gusta el amarillo. to use correct intonation to indicate they are asking a question to show they understand nouns used with colours to show they understand simple commands, e.g. ¡Buscad! to listen carefully in order to discriminate sounds and identify meaning to show they understand familiar statements to begin to show understanding of syntactic structure in languages, e.g. position of adjectives in Spanish in relation to English adjective position, e.g. un bolígrafo azul – a blue pen Resources: Includes Lesson plan and Activity Sheets

In this first section, which contains a term’s work, the children will learn to introduce themselves in Spanish and to greet others. They will learn numbers 0–12 and some classroom objects. They will also begin to work on sounds and spellings, and use simple classroom instructions. Topic titles (6 Lessons) Greetings How are you? Introducing yourself Numbers 0–12 Classroom instructions Classroom objects Includes Lesson Plans, Subject Vocabulary and Activity Sheets

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

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

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

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

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

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

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

Includes all stories An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child. Covering: Speaking and listening ● Help the children to draw a storyboard or story map to support a retelling of the story. ● Provide fabrics, blocks and smallworld resources to create a threedimensional story map. ● Use role play to tell the story from one point of view. To explore ideas for this, use drama techniques, such as ‘hot-seating’. ● Act out either the monster version of the story or the traditional version, using voices for the characters. Guided and shared reading: ● Use the story as a shared text. Support the children as they read words which contain alternative spellings for phonemes (see table, below). ● Compare and contrast this version with a traditional version of Red Riding Hood (see ‘Resources’, page 91). ● Traditional tales are some of the easiest texts to use when asking young children Assessment Focus 7 questions (Relate texts to social, cultural and historical contexts and literary traditions) as it is relatively easy to find simple retellings that the children can read independently. For example, you could ask: ● How did you know that the boy would do something bad? ● Did anything surprise you in this retelling of the story?