Here is a list of all the common contractions that I made for my class when they struggled to spell some of them. This is a great resource for children who struggle with contractions.

There are over 1650 different words in these word mats which include: • Adjectives (137 different words) • Adverbs (over 800 different words) • Conjunctions (over 350 different words) • Fronted Adverbials (142 different words) • Synonyms (240 different words) The conjunctions types are: • Causal • Comparative • Coordinating • Explaining • Listing • Opposing • Subordinating • Time

This is a word mat with synonyms for: • Good • Bad • Happy • Sad • Fast • Slow Each word has 40 different synonyms which allows pupils to build their vocabulary as these are commonly used words.

This is an all in one sheet where you can record your class monitors for the whole year. I have included it in pdf format for ease of printing and word format in case you want to edit any role.

This is a short poetry unit based on the great poem The Highwayman by Alfred Noyes. The end piece of writing is a retelling of the story but from another character's perspective. This unit includes lots of drama and role play to stimulate the pupil's ideas. I have included all the resources you will need and have listed the learning objectives below: Stage 1: Stimulate and generate learning outcomes • To deduce information about a character from a picture. • To recite poetry. • To explore the themes of a text. • To use drama to explore characters’ feelings. • To tell a story from a character’s perspective. Stage 2: Capture, sift and sort learning outcomes • To identify the language used for effect. • To write metaphors. • To tell a story from a character’s perspective. • To recount a story as a news report. Stage 3: Create, refine and evaluate learning outcomes • To write a story from a character’s perspective. • To revise, edit evaluate and improve my writing. • Perform own writing by reading it to a group.

This is a display that has a space for the photo (head) of pupils in your class to stick onto the job of what they want to do when they are older. It also has a short writing opportunity for pupils which allows them to explain why they want to do that job. The possible jobs include: • Artist • Astronaut • Athlete • Author • Builder • Business Man • Business Woman • Doctor • Fireman • Fitness Instructor • Footballer • Lecturer • Musician • Nurse • Police Officer • Politician • Popstar • Scientist • Soldier • Surgeon • Teacher • Vet

This is a shades of meaning display I made for synonyms of good, bad, said, scared and walked. I have also include blank versions in green, orange, red, purple and blue so you can create your own.

Here are 6 versions of a storyboard to save yourself time creating your own. There are 2 with 8, 6 and 4 squares. One of the versions have larger areas for drawing with the other version more lines for writing. I have included it in a PowerPoint format so you can alter it if you want. I have also included it in a pdf format to make it easier to print.

This is a 4 week unit of work that is based around Neil Gaiman’s ‘The Wolves in the Walls’ book. This is a challenging text, as it covers the issue of nightmares but it really engages the boys in my class. Neil Gaiman has a fantastic story telling ability (he also wrote Coraline). The end piece is designed to be a descriptive nightmare where the child experienced it learns what to do in their life after they wake up. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need to start teaching this tomorrow. Below are all the learning objectives and resources included for the unit: Stage 1- Stimulate and generate- Learning outcomes • To write a letter to a character in a book • To create a fantasy world • To select and retrieve key information • To discuss philosophical ideas • To find the meaning of words Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features descriptive writing • To write sentences using conjunctions • To find near synonyms • To write produce internally coherent paragraphs • To write sentences with embedded clauses • To write about all 5 senses • To use a fronted adverbial to explain how, when or where something took place • To write expanded noun phrases Stage 3 - Create refine evaluate- Learning outcomes • To plan my writing by discussing and recording ideas • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing • To revise, edit evaluate and improve my writing • To create illustrations for a piece of writing • To read my story to another pupil Resources Include: • 1 - Postcard from Lucy • 3 - Animals in Dreams • 3 - Animals in Dreams Reading Comprehension • 4 - Philosophical Questions • 5 – Reading • 5 – Wolves Word Mat • 6 - Key Features of Descriptive Writing • 8 – Shades of meaning • 10 - Embedded clauses • 11 - 5 Senses • 11 - Fantasy Pictures • 12 - Fronted Adverbials WT • 13 - Monk & Monkey Photos • 14 – Storyboard • 16 - Success Criteria • WAGOLL • PowerPoint LOs This unit of work uses the 3 stage planning process of: 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 3 week unit of work that teaches all the skills to write a descriptive poem then perform this at the end of the unit. The book is a rich text by an excellent writer that helps support the unit as it is based about the after effects of a hurricane. Pupils really enjoy the creative process of this unit as they get to paint elaborate and engaging pictures in the reader’s minds. I have included every resource you need to teach this unit tomorrow. Also below I have listed all of the learning objectives from the unit of work. Stage 1- Stimulate and generate- Learning outcomes • To write a descriptive poem • To find the meaning of words • To retrieve and record key facts • To use drama to explore characters’ feelings • To read and perform a poem Stage 2 - Capture, Sift and Sort- Learning outcomes • To recognise the key features of descriptive poetry • To use figurative language such as similes • To Identify how language contributes to meaning • To use figurative language such as alliteration • To use figurative language about your senses • To use figurative language such as personification to describe objects • To use figurative language such as metaphors • To use descriptive language to engage the reader • To revise, edit evaluate and improve my writing 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 • To perform poetry Resources included: • Hurricanes LOs PowerPoint • Hurricanes Word Mat • Fact file template • Facts About Hurricane Cards • Lesson 5 - Descriptive Poems • Lesson 6 - ARE + GDS • Lesson 6 – WT • Lesson 7 – Photo • Lesson 7- Simile WT • Lesson 8 • Lesson 9 - S Word • Lesson 10 – Diamonds • Least Effective & Most Effective • Lesson 11 - Senses • Lesson 12 – Personification • Lesson 13 – Metaphors • Lesson 14 - Pictures • Success Criteria for Descriptive Poetry Display • Success Criteria for Descriptive Poetry 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 word mat I made for my class to help them choose the correct conjunctions for their writing. The list includes: • Causal • Comparative • Coordinating • Explaining • Listing • Opposing • Subordinating • Time There is also an explanation which I stick on the back of the list as a reminder to the pupils what a conjunction is.

This is a display that I use to remind the class of the theory of Austin’s Butterfly. It is simple and colourful and can be displayed in a relatively small space like near the door to be a constant reminder to the class. • Austin’s Butterfly • amazing is • achieved • through • working • together.

This is a resource I have made to support pupils with their writing and spelling. Exposing pupils to better words choices increases their vocabulary and ultimately the quality of their work.

This is a something I get the pupils to complete before they write to focus their minds on why, what and for who they are writing. It also includes a larger version for display on a working wall. Purpose • What does the writing aim to do? • Persuade, advise, inform, explain, describe analyses, review, and comment or instruct? Audience • Who is the text written for? • Your teacher, friends, parents, head teacher or younger pupils. Viewpoint • What is the point you are trying to make? • Have you written a theme that runs through the story? Form • Consider the formality of the piece. • Is it a formal or informal? What tense is it written in; 1st person (I), 2nd person (you) or 3rd person (he/she/they). • What types of words or phrases are being used? • Technical, scientific, descriptive, informative, factual, emotive, serious or humorous. • What linguistic devices are being used? • Fact, opinion, rhetorical questions, hyperbole (exaggeration), irony, anecdote or puns. • How is the text presented? • Headlines, sub-headings, slogans, bullet points, diagrams, captions or in columns.

This is a something I get the pupils to complete before they write to focus their minds on why, what and for who they are writing. It also includes a larger version for display on a working wall. Purpose - What does the writing aim to do? Persuade, advise, inform, explain, describe analyse, review, comment or instruct? Audience - Who is the text written for? Your teacher, friends, parents, head teacher or younger pupils. Language - Consider the formality of the piece. Is it a formal or informal? What tense is it written in; 1st person (I), 2nd person (you) or 3rd person (he/she/they). What types of words or phrases are being used? Technical, scientific, descriptive, informative, factual, emotive, serious or humorous. What linguistic devices are being used? Fact, opinion, rhetorical questions, hyperbole (exaggeration), irony, anecdote or puns. Layout - How is the text presented? Headlines, sub-headings, slogans, bullet points, diagrams, captions or in columns.

This is a PowerPoint with a Story Mountain which is invaluable for pupils planning good stories. I have also included it in a pdf version for ease of printing.

This is an adjectives word mat I have made to support the writing in my class. I have these on every table during lessons to encourage pupils to use new words and to check the spelling of words they want to use. They are in alphabetical order so pupils can find the word they want to write fast. The different sections include: • Positive feelings • Negative feelings • Size • People • Objects • Time

This is a great whole book planned guided reading unit based on the book Mysterious Traveller by Mal Peet & Elspeth Graham. The story tells of an old man finding an abandoned baby in the desert who he adopts as his own grand-daughter. he teaches her how to track her way through the desert and she travels with him while he guides traders through the deserts of northern Africa. When he loses his vision she becomes his eyes and they work in tandem on their adventures. I have planned a unit of work that is split into 9 different reading comprehensions as each set of questions has between 6 and 8 questions and covers 5 pages of the book. I have also included printer friendly pages where there are 3 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.

Having matching style tray labels is always a great way to improve the appearance of your classroom. I have chosen a green and light blue border for these labels but this is easy to adjust to suit your preference by double clicking either the text or the label. I have also included a blank sheet of tray labels in green, red and blue so you can either add your own make your own with a different border. Tray labels include: • Whole punches • Scissors • Scrap paper • Rulers • Pencil sharpeners • Colouring pencils • Plain paper • Squared paper • Line guides • Lined paper • Scrap paper • Whiteboards • Whiteboard pens • Book labels • Stickers • Homework • Reading records • Glue sticks • House point chart • Achievers award • Wet play games x4 • Highlighters • PPA • Monday • Tuesday • Wednesday • Thursday • Friday • Whiteboard cleaners • Treasury tags • Felt tips • Book labels • Mirrors • Counters • Place Value Cards • Arrow Cards • Multiplication Grids • 100 Squares • Dienes • Numicon