This is a word mat of words with the prefix il. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words with the prefix auto. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words with the prefixes ir and im. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words with the prefix mis. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words with the prefix sub. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat for the suffix ible. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words for the suffix cial and tial. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat for the suffix cious and tious. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a great game to play in pairs or with the whole class. It really helps pupils to use persuasive language while improving their speaking and listening skills. They also love it. For Pairs You need 2 dice. The first player throws a dice for the horizontal and the second player throws a dice for vertical. You then choose who is for and who is against each statement. I usually choose the first round then the second round is chosen by whoever lost the first round and so on. Each pupil has to come up with the most reasons to support their side of the statement. The person with the most wins then you throw the dice again. For Whole Class You need 2 dice. The first player throws a dice for the horizontal and the second player throws a dice for vertical. You then choose who is for and who is against each statement. I usually choose the first round then the second round is chosen by whoever lost the first round and so on. The whole class decides, by raising hands, which was the most persuasive. It helps to limit the amount of time to say 1 minute each.

This is a lesson I use to teach the prefix re to my class. It is a year 3 and 4 spelling requirement. It includes activities and explanations.

This is a huge bundle of word mats that I have created to use in my year 4 classroom. All of these prefixes and word endings are from the national curriculum for year 3 and 4. They include: Prefixes for: • anti • auto • dis • il • im • inter • ir • mis • re • sub • super • un Suffixes for: • able • cial • cious • ible • ment • tial • tious I have also included a PowerPoint I use to teach re prefixes to my class.

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 all you need to start making a working wall with impact that will help your pupils to grasp new concepts. I have titles for the following areas: • Concrete – Where you put examples of real life objects or manipulatives you use to understand concepts • Pictorial - Where you put examples of how a maths concept is drawn or shown in a diagram form • Abstract - This is where the maths concept is recorded using mathematical symbols • Fluency – Examples of pupils work showing fluency • Problem Solving - - Where you share the process of solving problems systematically • Reasoning – Where you link different areas of maths and use reasoning skills • Vocabulary - This is where you list the vocabulary needed for this maths unit • Maths Unit - When laminated makes a good place to record what the new maths unit is

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 three week unit based on the book The Man Who Walked Between the Two Towers by Mordicai Gerstein. This retells the events leading up when Phillippe Petit walked on a tight rope between the twin towers in New York. It is a great book for modelling suspense and raising key issues such as the attack on the twin towers. This unit has two outcomes which are persuasive debate and autobiography writing. Pupils love this unit as they get so engaged by the dare devil Phillippe Petit. 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. Stimulate & Generate LOs • To use inference to generate questions and research for relevant information • To write using expanded noun phrases • To write to persuade in a subjunctive form • To build suspense in a first person recount • To explore the character’s feelings and emotions through drama Cycle 1 - Capture, Sift & Sort • To be able to identify features of a text type Create, Refine & Evaluate • To generate points to justify my opinion in a debate • To use an appropriate form and modelled text to shape my writing • To use agreed success criteria to evaluate and edit to improve my writing • Reading LO To justify my opinion of what I have read through a debate Cycle 2 - Capture, Sift & Sort • To be able to identify features of a text type Create, Refine & Evaluate • To select and organise relevant points when planning for my writing • To write to inform using an appropriate format • To use agreed success criteria to evaluate my writing and edit to improve 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

This is a 2 and a half week unit of work which focuses upon writing a persuasive letter to a famous footballer to stop them from releasing thousands of balloons when they open a supermarket. The main character is a boy called Finn who is trying to save the dolphins that swim near his Scottish seaside house. He discovers they eat them as they look like jellyfish and this can have very dangerous consequences. The unit is great for looking at plastic pollution in our seas and explores some interesting subjects as his Mum is rumoured to be a Selkie. The author is Elizabeth Laird and she writes very descriptive, funny and engaging stories that children love. The end written piece is an opportunity to generate a great piece of writing as there is a well-structured plan to support your less able pupils. My class have always loved this unit as the story is great and they get very interested in how they can improve awareness about plastic pollution in our oceans. I have included all the resources including worksheets and displays so you can start using this straight away. The learning objectives for this unit are; Stimulate & Generate • • To locate and retrieve information using skimming, scanning • To retrieve and record information from non-fiction • To discuss words and phrases that capture the reader’s interest and imagination • To draw sound inferences, supported through reference to the text • To identify how language, contribute to meaning • To identify key points of an argument • To make persuasive statements • To write a balanced argument • To write persuasive statements Capture, Sift and Sort • To find the key features of a persuasive letter • To use a variety of conjunctions • To write a cohesive paragraph • To write convincing conclusions Create, Refine and Evaluate • To plan a letter written as a character in a story • To write and edit a letter written as a character in a story 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 and 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 an assessment table which for all year Primary year groups that includes the following groups; Whole class Boys Girls SEN Pupil Premium EAL Traveller Prior Attainment Group Below Prior Attainment Group ARE Prior Attainment Group GDS There is another table which also allows you to track the progress of pupils in the groups; Prior Attainment Group Below, Prior Attainment Group ARE and Prior Attainment Group GDS. This is very important if you want to prove your school is making better than expected progress.

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)

This is a fantastic whole book planned guided reading unit based on the book Oranges in No man’s Land by Elizabeth Laird. The story tells the struggles of a little brave girl called Ayesha during the civil war in Lebanon. I have planned a unit of work that has between 9 and 5 questions for each chapter (18 chapters in total). I have also included printer friendly pages where there are 4 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.