Printable bundle, ideal in Year 2 to teach the subordinating conjunctions: when, if, that or because. -Subordinating conjunction activity sheets x 2, children can identify the correct conjunction for the sentence as well spot the conjunction in the sentence. -Subordinating conjunction flash cards, a range of questions that you can use in small groups or pairs. -Subordinating conjunction display cards. Differentiation Using when and because. Using when, because and if to join two phrases together. Using when, because, if and that to join two phrases together. National Curriculum Links Pupils should be taught to learn how to use subordination (using when, if, that, or because).

A fifteen-lesson writing unit, leading students towards writing their own explanation text based on a fictional product: a watering robot! Students spend time at the start of the unit designing their own plant watering robot/machine (there is also an option to write about the ladybird robot in the example texts provided). This allows them to focus on how to write an explanation text, without becoming bogged down in exactly how a specific product works, they can tell us! This would make a great unit to be taught alongside a Science unit on plants or living things and their habitats, or as a way to revisit Scientific knowledge. This unit begins with ten lessons exploring the text type and sentence level work. The final five lessons allow them to write their explanation text. The unit uses three differentiated example text types about a ladybird-shaped plant watering robot to supports students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Lesson order: • Hook lesson: introducing the ladybird robot and its purpose. Students design their own watering robot/machine. • Questions, students answer questions in more detail about their watering robot/machine to have enough detail for their explanation text. • Creating diagrams with technical language, students draw and label diagrams of their robots/machines using technical language. • Identify features of explanation texts, students explore the key features of explanation texts and find examples in the texts provided. • Writing appropriate noun phrases, students will explore appropriate description for an explanation text and practise writing descriptions of their robot/machine. • Using prepositions to clearly describe different parts of the robot. • Writing with fronted adverbials, focussing on fronted adverbials to express time and cause. • Writing with conjunctions, students will use a range of subordinating and coordinating conjunctions to add information or to explain. • Understand and using bullet points, students will explore how they are used and practise writing a list or adding extra information with bullet points. • Introducing headings and sub-headings, students will use these to plan their explanation texts in preparation for writing. • Writing the introduction and second paragraph (explaining what the machine does in more detail), looking at examples and creating a shared write as a class. • Writing the third paragraph (explaining how the machine works). • Writing the conclusion. • Students can practise editing using our ‘explanation text to edit’ before editing their own work. • Publishing texts, including adding detailed diagrams. Lesson activities are downloaded as PDF files

An engaging fifteen lesson writing unit, leading students towards writing their own newspaper article based on a fictional event: a school has lost its gravity! This would make a great unit to be taught alongside a Science unit on forces, or as a way to revisit Scientific knowledge. The first ten lessons explore text type, followed by sentence and word level work. The unit uses differentiated example text types throughout to support students understanding. Lesson Order Hook lesson: a school has lost its gravity! Analysing newspaper articles. Formal vocabulary used in newspapers. Relative clauses used in newspapers. Parenthesis used in newspapers. Rhetorical questions to start and link paragraphs. Technical language (explaining gravity). Appropriate descriptive language used in newspapers. Writing a conclusion, focussing on how the structure is different to other parts of the report. Writing the report: writing the introduction. Writing the report: writing paragraphs 2 and 3. Writing the report: writing paragraph 4 and conclusion. Writing the report: editing, with a report for students to practise editing. Writing the report: publishing. Lesson activities are downloaded as PDF files

A fifteen-lesson writing unit, leading students towards writing their own information text about two rainforest creatures. This unit of writing is ideal for students who have already studied the rainforest or to be taught alongside a rainforest topic (try ours here!). Students spend time at the start of the unit reading sample information texts to understand their purpose and structure. They then research two rainforest creatures to write their own texts about, they can use the rainforest fact files provided and we strongly advise also using textbooks or the internet to support their research. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the information text. The unit uses three differentiated example text types about giant anteaters and red-eyed tree frogs to support students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: read through the sample information texts with parts missing, students can try to work out what the texts are about and gain an understanding of the purpose of information texts. • Identify key features, students use the sample texts to understand and identify the key features in information texts. • Sorting information, students begin researching their rainforest creatures using the rainforest fact files provided and class books/the internet. Students complete a mind map to sort the information they find. • Answering questions in more detail, students use a chatterbox to answer questions about their creatures in more detail. • Using present tense, students will learn how information texts use present tense and practise writing in the present tense. • Using third person pronouns, students will learn how information texts use third person pronouns and practise using them to avoid repeating nouns. • Comparing and contrasting the two rainforest creatures using conjunctions and adverbials. • Writing a glossary for the information texts. • Exploring how rhetorical questions are used in information texts and practise writing them, • Introducing headings and sub-headings, students will use these to plan their information texts in preparation for writing. • Writing the introduction, looking at examples and creating a shared write as a class. • Writing the second and third paragraphs, more detail about the rainforest creatures. • Writing the conclusion. • Students can practise editing using our ‘information text to edit’ before editing their own work. • Publishing texts. Looking for more? Try our newspaper writing units, available for Years 3&4 and Years 5&6. Or our Year 3&4 explanation text.

Worksheets, comic strips and short passages. Perfect for introducing inverted commas in Y3. ‘Using Inverted Commas’ activity sheet with a range of activities to allow children to add inverted commas, write direct speech with inverted commas and mark sentences. Answers included. ‘Using Inverted Commas’ passage, a short paragraph with direct speech for children to add inverted commas. Ideal as a short activity or a grammar session. Answers included. ‘Using Inverted Commas’ comic strip. A fun activity for children to turn a comic strip with speech bubbles into a short story, writing direct speech with inverted commas. Two versions available – comic strip with complete speech bubbles, blank speech bubbles for children to create their own version. National Curriculum Links Year 3 statutory content to be introduced – Introduction to inverted commas to punctuate direct speech Year 3 and 4 – using and punctuating direct speech

Activity sheets for children to add a range of prefixes to create nouns and understand their meanings. Prefixes: auto, anti, super, fore, mid, sub, tele, mini, micro, multi, semi. Includes definitions of each word for further support or teacher reference. Matching cards for children to match a prefix to a word and create a new noun, ideal for use in small groups or pairs. National Curriculum Links Year 3 – formation of nouns using a range of prefixes. Lower KS2 – use further prefixes and suffixes and understand how to add them. – apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

A perfect resource to support your teaching of the subjunctive form in Year 6. Activity sheets with three levels of differentiation, allowing children to identify and write sentences in the subjunctive form. National Curriculum Year 6 statutory content to be introduced – The difference between structures typical of informal speech and structures appropriate for formal speech and writing for example the use of subjunctive forms such as If ‘I were’ or ‘were they to come’ in some very formal writing and speech.

A bundle of activities to help you teach how to use hyphens for clarity and to avoid ambiguity in Upper Key Stage Two. Hyphens activity sheets with three levels of differentiation, includes a range of activities for children to identify words that can be joined with hyphens, how they can be used and how they can change the meaning of a sentence. Hyphen matching cards. A range of words that can be linked together using hyphens, this is a fun matching game that can be used to help children make hyphenated words and go on to use them in sentences for clarity. National Curriculum Year 6 statutory content to be introduced – how hyphens can be used to avoid ambiguity. Years 5 and 6 – Pupils should be taught to indicate grammatical and other features by using hyphens to avoid ambiguity. Differentiation Using hyphens to link two words, explaining how a hyphen makes the meaning of the sentence more clear. Using hyphens to link two words, explaining how hyphens can change the meaning of a sentence and adding hyphens in the correct place. Using hyphens to link three words e.g. mother-in-law and explaining the difference in meaning between words with and without hyphens e.g. re-cover and recover.

Ideal for use in Key Stage Two, whether this is introducing the concept of subordinate clauses in Year 3 or consolidating in later years. Subordinate clause activity sheets with three levels of differentiation including a range of activities to help children recognise and complete subordinate clauses. Answers included. Subordinate clause passages, short paragraphs with three levels of differentiation where children need to identify the subordinate clauses in the sentence. Ideal as a short activity or a grammar session to discuss the purpose of subordinate clauses. Answers included. National Curriculum Links – Years 3 and 4 Terminology to be introduced in Year Three: subordinate clause. Pupils should be taught to extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. Differentiation Subordinating clauses beginning with conjunctions: when, because, if, that, however, although. Subordinating clauses beginning with conjunctions: when, because, if, that, however, although, as, until, before, while, even though. Subordinating clauses beginning with conjunctions: when, because, if, that, however, although, as, until, before, while, even though, since, provided that, unless. Identifying subordinate clauses at the start and end of sentences.

Perfect when children are learning how to create verbs by adding suffixes in Year 5 or consolidation in Year 6. Matching cards for children to match nouns and adjectives to a range of suffixes. Ideal for use in small groups or pairs. ‘Ise’ activity sheets with three levels of differentiation allowing children to add suffixes using the correct spelling rule and using them in sentences. ‘Ate’ activity sheets with three levels of differentiation allowing children to add suffixes using the correct spelling rule and using them in sentences. ‘Ify’ activity sheets with three levels of differentiation allowing children to add suffixes using the correct spelling rule and using them in sentences. ‘En’ activity sheet allowing children to add suffixes using the correct spelling rule and using them in sentences. National Curriculum Year 5 Statutory content to be introduced – Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify] Years 5 and 6 – Pupils should be taught to use further prefixes and suffixes and understand the guidance for adding them. Differentiation Adding suffixes when no changes need to be made to the root word or when ‘e’ needs to be removed. Adding suffixes when no changes need to be made to the root word, when ‘e’ needs to be removed and removing ‘y’ when adding ‘ify’. Adding suffixes when no changes need to be made to the root word, when ‘e’ needsto be removed, removing ‘y’, ‘ation’, ‘able’ to add the suffix and exceptions to the rule.

Three interactive and printable spinner activities, perfect to explore how different conjunctions can be used. Each spinner activity is available as an interactive version on a PPT perfect for whole class teaching or quick burst grammar sessions. The printable versions are ideal for small group work and encouraging talk between students. Conjunctions for cause and effect – 6 different conjunctions including because, since and so. Conjunctions for cause and effect – 12 different conjunctions including in order, seeing that, due to. Conjunctions for contrast – 12 different conjunctions including unlike, rather than, however.

Ideal for use in Y4 when this objective is introduced, covering common verbs and verb forms that are used incorrectly. ‘Standard verb form’ activity sheets with three levels of differentiation including a range of activities to help children identify when a particular verb or verb form should be used in Standard English. ‘Standard verb form’ talk cards. A selection of questions cards for children to identify whether or not a sentence is written in Standard English or not. Ideal for use pairs or small groups National Curriculum Links – Years 3 and 4 Terminology to be introduced in Year 4 – Standard English forms for verb inflections instead of local spoken forms. Was/were and did/done Including the words above and was/were and did/done including for plural verbs. Brought/bought, didn’t/don’t, goes/go. Including the words above and borrowed/lent, have/of and learnt/taught.

Ideal for use in Year 4 when fronted adverbials are first introduced or for consolidation in later years. Fronted adverbials activity sheet with 3 levels of differentiation including a range of activities to allow children to identify and use a range of fronted adverbials. Answers included. Fronted adverbials passages, short paragraphs with three levels of differentiation where children need to identify the fronted adverbials. Ideal as a short activity or a grammar session. Answers included. ‘Punctuating fronted adverbials with a comma’ activity sheet. A range of activities to encourage and remind children how to punctuate fronted adverbials with a comma. Answers included. ‘Punctuating fronted adverbials with a comma’ passage, a paragraph where children need to add the commas to the fronted adverbials they find. Answers included. ‘Fronted adverbials’ story. A short story about Ursula the Unicorn that children need to improve by adding fronted adverbials. National Curriculum Links – Years 3 and 4 Terminology to be introduced in Year 4: fronted adverbial. Years 3 and 4: Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by using fronted adverbials. Differentiation Fronted adverbials to show time and ‘ly’ adverbials to show how. Above + fronted adverbials to show time, place and how. Above + fronted adverbials to show how often and possibility.

Ideal for use in Year 4 when the possessive apostrophes objective is first introduced or in later years for consolidation. ‘Plural possessive apostrophes’ PPT. A guide to how to use apostrophes for plural nouns with a **quiz** to allow for practise in class. ‘Possessive apostrophes’ activity sheets with three levels of differentiation including a range of activities to allow children to practise using and adding apostrophes. National Curriculum Links Year 4 statutory content to be introduced – Apostrophes to mark plural possession Differentiation Adding apostrophes to singular nouns to consolidate previous learning. Adding apostrophes to plural nouns that end in an ‘s’. Adding apostrophes to plural nouns that end in an ‘s’ and those that don’t e.g. children.

A fun bundle of activities aimed at Years 3 and 4 to keep students busy and focussed. It includes: Spelling anagrams - rearranging Years 3 and 4 common exception words. Silly story writing - completing a story with different word classes. Four operations colouring picture. 6, 7 and 12 x tables race game (the full collection of 1 - 12 tables race games is available here). Drawing challenge - students must follow the instructions to see what they create. End of year reflection. Answers.

A fifteen-lesson writing unit, leading students towards writing their own information text based on Anglo-Saxon society. Students spend time at the start of the unit researching the different ranks of Anglo-Saxon society so they can write a text comparing and contrasting two ranks. This would make a great unit to be taught alongside a History unit on Anglo-Saxons, or as a way to revisit Historic knowledge. This unit begins with ten lessons exploring the text type and sentence level work. The final five lessons allow them to write their information text. The unit uses three differentiated example text types about Anglo-Saxon society to supports students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Lesson order: Hook lesson: introducing information texts, what they are and their purpose. Students read information texts with key information crossed out, allowing them to work out what the texts are about and reinforce the idea that information texts need to be clear for anyone to read. Key features, students highlight features in differentiated texts. Research Anglo-Saxon society, students will record what they find on mind maps. You will need access to topic books and/or the internet for this lesson. Answering questions about Anglo-Saxon society, students engage in a fun chatterbox activity to make sure they know everything about the ranks of Anglo-Saxon society they are researching. Tense, students explore the tense the texts are written in and practise writing in both the past and present tense. Writing with conjunctions, students will explore a range of conjunctions and their purposes to compare and contrast in the sample texts. They will then have time to write their own sentences comparing and contrasting using different conjunctions. Using appropriate language, students explore the tone of the sample texts and re-write very informal extracts. Relative clauses, explore how relative clauses are used and practise changing their position within a sentence. Students cut out main and relative clauses and arrange them to make the most effective sentences. Using parenthesis, students will look at how parenthesis has been used in the sample texts before practising writing their own sentences using parenthesis. Planning the information texts. Writing the text - the final five lessons give students chance to write their text looking back at the examples, modelling writing and editing what they have written. Lesson activities will be downloaded as PDF files

A detailed and engaging fifteen-lesson writing unit, guiding learners towards writing a persuasive letter, convincing their headteacher to change the school week to four days. Throughout the unit, students read and refer to differentiated example texts to support their learning and understanding of what a persuasive letter is. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the persuasive letter, one step at a time. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: students will be given the chance to practise persuading each other to do simple tasks to understand what persuasion is. They will then read the example text, ending the lesson by exploring pros and cons for the idea of a four-day school week. • Identifying the key features of a persuasive letter, sorting and highlighting the features. • Speaking and listening lesson on exaggerating, students will explore what it means to exaggerate, and the language features used. Then practise exaggerating different reasons for having a four-day school week in pairs or groups. • Power of three, students learn what the power of three is, how it is used in the example texts and practise using it. • Talking directly to the reader using first and second person pronouns, students learn what first and second person pronouns are using a snap game. The independent activities include finding pronouns in the example texts, creating a word mat and re-writing sentences using incorrect pronouns. • Writing opinions as facts. Students learn the effect of writing opinions as facts to be persuasive and have the chance to practise writing some. • Fact finding lesson to create simple statistics, students create questions and poll class/staff members to create their own simple statistics for their letters. • Conjunctions to extend ideas, students explore how different conjunctions are used before the main activity, a matching card game where students need to match two parts of a sentence with a conjunction. • Understanding what rhetorical questions are and how they are used in persuasive letters, students either fill in the blank on an example text with rhetorical questions or create a word mat for rhetorical questions. • Planning our persuasive letter. • Writing the introduction and first paragraph, looking at examples and exploring the language used. • Writing the third paragraph, shared write to support students writing. • Writing the conclusion. • Students can practise editing using our ‘persuasive letter to edit’ before editing their own work. • Publishing texts. Lesson activities will be downloaded as PDF files

Ideal to teach modal verbs Upper KS2 when this objective is first introduced. ‘Modal verbs’ activity sheets with three levels of differentiation, includes a range of activities for children to identify how modal verbs are used within sentences. ‘Modal verbs’ passages, short paragraphs with three levels of differentiation children to identify the modal verbs used within sentences. ‘Modal verbs’ display cards for your class display. National Curriculum Links Statutory content to be introduced in Year 5 – Indicating degrees of possibility using modal verbs [for example, might, should, will, must] Years 5 and 6 – Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by using modal verbs to indicate degrees of possibility. Differentiation Modal verbs: should, would, will, may, can, could, might, must and shall. Modal verbs: includes the above and wouldn’t, shouldn’t, won’t, can’t and mustn’t, in single and some multi-clause sentences. Modal verbs: includes the above and ought to, in multi-clause sentences. Classifying the modal verbs into positive and negative as well as by certainty and possibility.

Ideal when teaching how to add prefixes to verbs in Year 5 or consolidation in Year 6. Matching cards for children to match prefixes to verbs, ideal for use in small groups or pairs. Activity sheets for children to add a range of prefixes to create new verbs and understand their meanings. Prefixes: de, mis, dis, over and re. National Curriculum Year 5 Statutory content to be introduced: verb prefixes [for example, dis–, de–, mis–, over– and re–]. Years 5 and 6 – Pupils should be taught to use further prefixes and suffixes and understand the guidance for adding them.