Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 16 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.
Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 16 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.
This is an assessment sheet I have designed which has the whole of the primary curriculum for reading. It is broken down into different domains:
• Word reading
• Inference
• Language for effect
• Comprehension – Monitor & Summarise
• Comprehension – Clarify
• Comprehension – Reason & Explain
• Comprehension – Select & Retrieve
• Themes and conventions
I use this to assess the progress of pupils working below age related expectations to prove accelerated progress. At the beginning of each year you mark or highlight where they start in each domain and regularly update it throughout the year as the pupil makes progress. The next year a new teacher uses a different colour. The assessment sheet prints out best on a double sided A3 piece of paper.
This is 3 units of English planning that produce a charity leaflet, descriptive poetry or an alternative ending. These lessons were planned for a year 4 class but they could be easily adapted up or down. All the planning includes all the resources and worksheets so you can start teaching them tomorrow.
Having waited for the Government to produce their own Y1, Y3, Y4 and Y5 age related expectation writing exemplifications I decided to make our own for my school. These are used to assess pieces of work by highlighting areas they have demonstrated to show they are at age related expectations. I have also included the Y2 and Y6 exemplification materials so it can be rolled out to the whole of the school.
This is a 3-week unit which I have planned to support my pupils to write a short story, with a twist in the tale, for the BBC 500-word competition. It is a challenging unit as pupils learn to plan backwards so they decide upon the ending first. Pupils decide upon a theme for their short story and plan where they are going to place this throughout the short story. I have set my short story loosely around an old Fairground which allows pupils lots of scope to decide upon what happens in there or did happen in there when it was open. My class love this unit as it allows them to be creative and cunning when they write their twist in the tale.
I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away.
Stage 1 - Stimulate and generate- Learning outcomes
• To understand the key features of a short story
• To understand themes in stories
• To decide a theme for my short story
Stage 2 - Capture, Sift and Sort- Learning outcomes
• To write an engaging setting
• To improve a piece of writing by using fronted adverbials
• To write engaging character descriptions
• To create an engaging character
• To write a twist in the tale
• To write a climatic ending with a twist in the tale
• To write a list of escalating emotions to build tension
• To use dialogue in story to give clues about the characters
Stage 3 - Create refine evaluate- Learning outcomes
• To plan and organise my ideas to effectively support my writing
• To revise, edit evaluate and improve my writing
Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book.
Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet.
Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
This is a bundle of success criteria, that I use for the end of units. There is a column for both pupils and teachers as the expectation is pupils use the assessment tool to self assess their own work.
The success criteria include:
Biographies
Descriptive Writing
Diary Extracts
Explanation Texts
Instructions - Recipes
Information Texts
Newspaper Reports
Non-Chronological Reports
Persuasive Writing
Play Scripts
Poetry
Poster - Advertisement
Settings
This bundle includes 3 units of work with all the resources and display elements you will need for your Working Walls.
The 3 units are:
Diary Extract in Role based on Street Child by Berlie Doherty
Explanatory Texts based on Cracking Contraptions by Wallace and Gromit & Until I Met Dudley by Roger McGough
Persuasive Letter based on Sweet Clara and the Freedom Quilt by Deborah Hopkinson
These units of work use the 3 stage planning process of:
• Stimulate and generate
• Capture, sift and sort
• Create, refine and evaluate
Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Acticitives can include reading excellent model texts, drama or researching more about the author or the content of the book.
Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet.
Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
This is a paragraph display that has an eye catching upturned pyramid and a full explanation on how to write a paragraph using a topic sentence. It also has a few versions of a paragraph that is colour coded to help pupils understand how to write their paragraphs. This display is best utilised by printing it out as A3 sized.
This is a 3 and 1/2 week unit of work that is based on the book 'Street Child' by Berlie Doherty. The book tells the story about Dr Barnados and how the ragged schools were created through the eyes of an orphan Jim. Every time I have taught this unit there has been a special atmosphere as pupils have lots of ideas to discuss philosophical and moral issues and realise how lucky they are to be alive today in England. The end of the unit has two possible choices which are either writing as Jim in a diary extract or an alternative ending to the story.
The learning objectives for this unit of work are;
• To write a diary extract as a poor Victorian child.
• To find and improve adverbs in a piece of text.
• To make a freeze-frame to show what characters are feeling in a story.
• To describe a character from a novel.
• To write as a character from a novel.
• To convey character by using colloquialism (slang).
• To understand how a character from a novel feels. + Write expanded noun phrases.
• To write a list poem.
• To describe a character from a novel.
• To make a key scene into a freeze frame, considering the characters feelings and emotions.
• To map the story of a novel.
• To map out a characters journey and feelings throughout a novel.
• To find key information about Dr Barnardos.
• To write complex sentences.
• To identify cohesive devices for paragraphs. + I can describe the effect created by different cohesive devices
• To plan a diary extract. OR To plan an alternative ending.
• To write a diary extract. OR To write an alternative ending.
This unit of work uses the 3 stage planning process of:
• Stimulate and generate
• Capture, sift and sort
• Create, refine and evaluate
Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book.
Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet.
Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
This is a set of grammar revision cards with 36 terms explained for pupils and parents. It has a seem in the middle so the cards can be folded back and stuck down. This allows the parent / member of staff to show the pupil the term and have the explanation facing them while the pupil explains what each term means. The terms include:
Adjective
Adverb
Adverbial clause
Antonym
Apostrophe
Article
Auxiliary verb
Clause
Complex sentence
Conjunction
Digraph
Fronted adverbial
Grapheme
Homophone
Main clause
Noun
Paragraph
Personal pronoun
Phoneme
Phrase
Plural
Prefix
Preposition
Present tense
Pronoun
Punctuation
Relative clause
Sentence
Sentence types
Simple sentence
Split digraph
Subordinate clause
Suffix
Synonym
Tense
Trigraph
Verb
Word clause
This is a Powerpoint with 34 different English terms including explanations of what each term means. The terms include
Abbrieviation
Acronym
Adverb
Blurb
Clause
Connective
Colon
Draft
Edit
Ellipsis
Exclamation marks
Homograph
Homophone
Jargon
Jingle
Metaphor
Mnemonic
Palindrome
Paragraph
Question mark
Scan
Semi-colon
Sentence (compound)
Sentence (simple)
Sentence (complex)
Simile
Skim
Stanza
Storyboard
Verb
Verb (active)
Verb (passive)
There are 34 crucial terms for pupils aged 7 to 11 explained with examples. They are saved onto a PowerPoint for ease of use and quick reference when you are teaching.
Some of the key terms are verbs (both active and passive), adverbs, connectives, clause, paragraph, personification, similes, metaphors and many more.
This is a 3 week unit of work that is aimed at a year 4 and 5 class. The 3 week unit builds the pupils skills through drama and targeted lessons to give them the skills to write an excellent newspaper article. I have included all the resources you need to teach this today. The pupils in my class have always loved this unit and have never failed to create outstanding pieces of work from it. For a great hook I have also been known to dress up as a gorilla and run through the school the first day of teaching this unit.
The learning objectives for the unit are :
• To write a newspaper report
• To write common themes of the books of author Anthony Browne
• To write a job description
• To explore characters through role-play
• To explore the characters feelings and motivations in the story
• To raise questions for different audiences
• To understand the features of newspapers reports
• To identify the features of newspapers reports
• To identify the author’s style and use of language
• To use more descriptive verbs instead of using said
• To identify the differences between direct and reported speech then to convert direct speech into reported speech
• To write cohesive paragraphs
• To plan the introduction to a newspaper article including writing a catchy headline
• To draft and then write a newspaper article
• To write a newspaper article
This unit of work uses the 3 stage planning process of:
• Stimulate and generate
• Capture, sift and sort
• Create, refine and evaluate
Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book.
Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet.
Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.