This 228-slide PowerPoint presentation is perfect for teaching and/ or reviewing the number and place value objectives with Year 3 students and contains a range of activities for each objective. It is ideal for both teachers and tutors as it could easily be used both with a full class of students answering on whiteboards/ in their notebooks or with individual and small groups of tutees. It is also perfect for online learning. Each activity in the PowerPoint is followed by an answer & explanation slides AND the presentation is organised into three different difficulty levels for easy differentiation.

Homophones Group B, Part 1: break, great, hear, knot, main, meddle, mist, rain, scene, peace Homophones Group B, Part 2: brake, grate, here, not, mane, medal, missed, reign, seen, piece This is a full lesson teaching the spelling of the following homophones: brake, grate, here, not, mane, medal, missed, reign, seen, piece The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.

Homophones Group B, Part 1: break, great, hear, knot, main, meddle, mist, rain, scene, peace Homophones Group B, Part 2: brake, grate, here, not, mane, medal, missed, reign, seen, piece This is a full lesson teaching the spelling of the following homophones: break, great, hear, knot, main, meddle, mist, rain, scene, peace The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.

Do you teach Cambridge Stage 5? If so, this resource is perfect for reviewing all the key concepts in unit 1 - Talking About People. This is a PowerPoint lesson presentation complete with all the activities required to teach or review the following points from Cambridge ESL Stage 5, Unit 1 (Talking About People). The lesson covers the following: Feeling and personality characteristics Present simple tense and the subject- verb agreement rule Adjective - preposition pairs Have, has, is and are grammar rules Do, does, doesn’t and don’t grammar rules Interview writing task Rhyming words Structural features of poems The lesson contains all answer slides as well as learning objective and success criteria. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoints for additional information about each slide. These include teaching tips, ideas and further explanations. These lessons are also suitable for being delivered remotely through online learning with some slight adaptations. They combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the present continuous/ present progressive tense complete with all the activities required to consolidate writing in this tense. The present continuous tense is made up of the present tense form of the verb ‘to be’ (is, are or am) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe actions and events that are happening now. It can also be used to refer to future plans. This lesson presentation on the present continuous tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (identifying the tenses of a variety of sentences) √ Teaching input/ information slides (explaining how to identify and construct sentences in present continuous tense) √ Multiple differentiated group & paired activities (3 levels) √ Differentiated independent activities (3 levels) √ Extension of learning and application challenges √ Reading, writing, speaking and listening tasks √ All answer slides √ Plenary activity The lesson covers the following: Review of other tenses Difference between ‘is’, ‘are’ and ‘am’ (plural and singular subjects) How to describe the actions of plural and singular subjects in the present continuous tense How to describe the actions of both regular and irregular plural subjects in the present continuous tense How to describe the actions of both countable and uncountable nouns in the present continuous tense How to describe the actions of collective nouns, exceptions and pronouns using the present continuous tense Changing verbs into their progressive/ continuous form Purposes of using the present continuous tense Using the present continuous tense to describe current events and actions Using the present continuous tense to describe future plans Consolidation activities include fill in the blanks, spot the mistakes, change the sentences to present continuous tense, match-ups, speaking and listening tasks, reasoning questions, sorting activities, writing tasks and quiz-type questions etc. The lesson builds upon prior learning and gradually develops in difficulty as the learners become more familiar with the content. The majority of activities are differentiated three ways and it also covers in detail the reasons for using the present continuous tense when speaking and writing. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past continuous tense. The past continuous/ past progressive tense is made from the past tense form of the verb ‘to be’ (was or were) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe background actions and long actions, usually that happened at the same time as something else. This lesson presentation on the past continuous tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past continuous tense) √ Multiple differentiated consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past continuous tense etc.) √ Independent activities and application tasks (3 levels) √ Mini plenaries and extra practice tasks √ Extension of learning challenges √ Reading & writing tasks √ Plenary activity The lesson covers the following: Review of other tenses Structure of clauses in past continuous Difference between ‘was’ and ‘were’ (plural and singular subjects) How to describe the actions of the following types of subjects in the past continuous tense: regular and irregular plurals, countable and uncountable nouns, collective nouns, exceptions and pronouns Changing verbs into their progressive/ continuous form Purposes of using the past continuous tense Distinguishing between long and short actions Joining clauses in past continuous to clauses in past simple Using the past continuous tense in writing to describe background actions and set the scene PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past perfect tense. The past perfect tense is made from the word ‘had’ plus the past participle of the verb. It is used to: Set the scene and explain what happened before a story or event took place, Describe the earlier of two events that happened in the past (in such cases, it is usually joined to a clause in past simple using a conjunction) This lesson presentation on the past perfect tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past perfect tense) √ Multiple consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past perfect tense etc.) √ Independent activities and application tasks (3 levels of differentiation) √ Differentiated support sheets for those who need them √ Extension of learning - looking at why we use the past perfect tense √ Speaking and listening tasks/ reasoning questions √ Writing/ Homework challenge - past perfect tense writing task √ Plenary activity - AOL The lesson covers the following: Review of past simple, past continuous, present simple and present continuous tenses and why we use them The difference between present perfect and past perfect tense Regular and irregular verbs in their past participle form Base tense, past simple and past participle verb forms How to construct sentences in past perfect tense Why we use the past perfect tense (to set the scene before decribing a story or event and to describe the earlier of two events that happened in the past) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Group B: he, of, in, I, it This is the second lesson in my high frequency words course (AKA tricky words/ sight words) for early years children. Some words are not phonetically decodable. That is why we call them ‘sight words’ or ‘tricky words’ because we have to learn them by sight. The first 100 of these are learnt in EYFS and are also called ‘high frequency words’ since they appear frequently in the English language. This is a complete lesson with all the activities required to teach the second five of these 100 high frequency words. This lesson focuses on the second five words (group B): he, of, in, I, it It also includes a complete high frequency word mat with all 100 words! The lesson includes: √ Learning Objective √ Success Criteria √ Complete 100 high frequency word list √ Review of prior learning (group A words) √ Word recognition activities √ Reading activities √ Writing activities √ Sentence construction and application activities √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

Here is a PowerPoint presentation filled with interesting and engaging brainteasers, maths challenges, riddles and rebus puzzles suitable for children ages 6 - 12 years. Answer slides are also included. Puzzles are great exercise for your brain! They help children build up their creative problem solving and critical thinking skills. In addition, if children are encouraged to explain how they got their answer, they can help them develop their reasoning skills also. I love to have one of these puzzles on the board whilst children come into the classroom as a way of engaging them straight away. I then reveal the answer at the end of the lesson. Alternatively, I might finish the day with a puzzle on the board and then reveal the answer the next morning. The presentation includes: √ Riddles √ Sequencing challenges √ Optical illusions √ Rebus puzzles √ Maths challenges √ Vocabulary association challenges √ Brain teasers √ All answer slides Key Features: Includes a range of difficulty levels Suitable for ages 6 - 12 years 30 activities Answer slides includes If you enjoy the resource, please leave me a review! Thanks!

Homophones Group A, Part 1: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry Homophones Group A, Part 2: plain, meat, male, heel, groan, fare, except, effect, bawl and bury This is a full lesson teaching the spelling of the following homophones: plain, meat, male, heel, groan, fare, except, effect, bawl and bury. The lesson includes a review of the previously learned homophones (group A, part 1), explains the meanings of all these words and includes a multitude of activities for learning both the spelling and definitions of these words (anagrams, word search, crossword, fill in the blanks, acrostic poems and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. That is why part 2 (this lesson) should be taught on a different day from part 1 (which can also be found in my TES store). The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter activity √ Teaching input/ information slides √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word definitions √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary activity This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plane, meet, mail, heal, grown, fair, accept, affect, ball and berry) and which should be taught at a different time to avoid confusion.

A full lesson (complete with activities) which teaches the key concepts from Cambridge stage 6 - ESL - Unit 8 - Entertainment. Success Criteria: •I can name and identify different activities done for entertainment. •I can use past participle adjectives to describe feelings and qualities. •I can describe the negatives of on-screen entertainment. •I can describe the history of films. •I can use the past simple passive to talk about events •I can create a timeline. The presentation includes: √ Learning objective √ Success criteria √ Starter activity designed to engage √ Two vocabulary - definition match activities √ Past participle adjectives grammar activity √ Speaking games and discussion tasks about on and off-screen time √ Information slides - how to identify the meaning of unfamiliar words √ Reading task - Too Much Screen Time? √ Fact discussion - addiction to screens √ Time line task looking at the history of film √ Past simple passive - what is it + how and why do we use it? √ Past simple passive grammar consolidation activities (differentiated) √ Extension tasks and writing tasks √ Independent research activity - the history of an invention √ Vocabulary anagrams activity - alternative words for ‘said’ √ Plenary task √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Interested in learning about aliens? Looking for something different to do with your children? This is a complete lesson with all the activities, information, games, videos and tasks you could need to introduce children to aliens. It is suitable for KS1 and lower KS2 children (Grades 1 - 4). This lesson covers the following points: Key facts about our solar system, galaxy and the size of the universe What aliens are Why scientists believe it is likely that aliens do exist somewhere in the universe Theories of why we haven’t yet made contact with aliens Alien mysteries and suspicious sightings of UFOs This is an entire lesson, complete with the following aspects: √ Learning objective √ Success criteria √ Starter activity - engage your learners √ Information slides √ Consolidation activities and mini-plenaries √ Links to information videos for different ability levels √ All answer slides √ Plenary activity - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

Group A: the, and, a, to, said This is a complete lesson with all the activities required to teach the first five of the 100 high frequency words (AKA tricky words or sight words) taught in EYFS. This lesson focuses on the first five words: the, and, a, to, said It also includes a complete high frequency word mat with all 100 words! The lesson includes: √ Learning Objective √ Success Criteria √ Complete 100 high frequency word list √ Word recognition activities √ Reading activities √ Writing activities √ Sentence construction and application activities √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

Homophones Group A, Part 1: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry Homophones Group A, Part 2: plain, meat, male, heel, groan, fare, except, effect, bawl and bury This is a full lesson teaching the spelling of the following homophones: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry. The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.

This is a full lesson teaching how to skim-read a text, complete with all the activities you need to consolidate this skill. What is the difference between skimming and scanning? When we skim-read, we read a text quickly to get the main idea (the gist). We want to find key information such as who the text is about, where they are and what is happening. On the other hand, scanning is where we read a text to find specific information such as the answer to a question. We still read quickly, but this time we are looking for something in particular. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to skim-read a text. It also includes a brief introduction to scanning by way of the plenary. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to assess current understanding of skim-reading √ Teaching input - what does ‘skimming’ mean? What is the difference between skimming and scanning? √ Examples of suitable questions for determining the gist of a text √ Guided/ whole class consolidation activities √ Six texts for skim-reading practice √ All answer slides √ Plenary - AFL - Intro to scanning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to draw inferences about what characters are thinking and feeling as well as what their motives and intentions are. It also covers making inferences from description, dialogue and action. This lesson is complete with all the activities you need to teach and consolidate this skill. An inference is an idea that is based on clues and implied details. Authors do not always explicitly state their meaning. Instead they may provide enough details to enable the reader to make an inference. We can make inferences about almost any detail in a story. We may infer what characters are thinking and feeling as well as what their intentions and motives are. We may also infer the setting from the description, character traits from dialogue or what is happening from descriptions of action. Predictions are also a type of inference made about the future. This lesson covers all these aspects of making inferences as well as how to support our inferences with evidence from the text. It is suitable for KS2 children and includes differentiated activities including reading and writing tasks designed to enable students to apply their understanding to their own work. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to make inferences. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ AFL Questions √ Teaching input - what are inferences and how can we draw them? √ Multiple reading exercises √ Multiple inference-making tasks for inferring feelings, thoughts, motives, intentions, the setting, character traits and events √ Teaching input - predictions √ Multiple prediction-making tasks √ Guided/ whole class consolidation activities √ Differentiated independent application activities (3 levels) √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching students how to identify different examples of figurative language (similes, metaphors, personification, alliteration and onomatopoeia) in various texts and then create their own in their writing. This lesson teaches children how to identify examples of similes, metaphors, personification, alliteration and onomatopoeia in texts. It teaches them how to explain what each of these features are and also to consider the impact of such figurative language on the reader. It encourages learners to examine the writer’s intent when using such techniques. As the lesson develops, children start creating their own examples of each figurative language feature and then start using them in their own writing to create various effects. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the following figurative language features: similes, metaphors, onomatopoeia, personification and alliteration. It also teaches children how to incorporate figurative language into their own writing. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking creatively √ AFL Question √ Teaching input - what is each example of figurative language √ Examples of each figurative language feature in reading texts √ Guided/ whole class consolidation activities √ Differentiated review activities √ Differentiated independent consolidation activities (3 levels) √ Application tasks - writing activities involving using figurative language in own writing √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.