Flashcards to help learn the phonics sounds with pictures of the Jolly Phonics actions to aid memory recall.\nHope that people find them useful.

/ar/ digraph worksheets;\n\n1)Labelling 9 clear clip-art pictures...arm, jar, star, car, farm, dart, shark, scarf, garden, \n2) Cloze sentences worksheet using the same words.\n3) Read/Cover/Write/Check table with illustrations.\n4) Cut and stick with words broken into individual phonemes for students to spell words under the picture.

Simple idea, simple worksheet. Students enjoy it.\nGrid format. In the space next to the subtraction sentence students draw what they like (simple circles? Sweeties?) and then cross out how many they need to take away, then count the remaining objects and write the answer into the sentence.\nEasy to edit.

Little test of key number line skills aimed at year 2 or 3. Question 1: Identify numbers on a 700 - 800 number line Question 2: Using relative position to locate numbers on a number line Question 3: Working with relative position to find nearest 100 Question 4: Comparing and ordering three-digit numbers. I will back to back print it on a three digit number ordering worksheet or a less than greater than worksheet.

Classroom management behaviour chart. Start on the earth, move up to sun and then rainbow. Down to clouds and then storm clouds. Use clothes pegs or blu-tac names.

Colourful power point I made for a PSHE/Citizenship lesson on making choices.\nShould I do this or do that?\nWHY?\nObjectives: \n•\tto recognise that they can make choices\n•\tthe difference between right and wrong \n•\twhat they like and dislike\n•\twhat is fair and unfair\n•\tto share their opinions on matters that are important to them\n•\tto take part in discussions with one other person and the whole class\n•\tto resolve differences by looking at alternatives, making decisions and explaining choices

Simple against the clock sorting game for students to practice times tables. Print onto card and get students to cut them out. To play the game: 1) Turn cards upside down and mix them around 2) Begin turning them over and sorting them into the correct order when the stopwatch starts. 3) Record your time for each day of the week. 4) Keep cards in an envelope ready to play the following day. I print one set for each pair of students in my class and they play as a teams against the other students in the class. (cooperative, social constructivist learning etc.) But can also be used as an individual fast finisher game. Provided are cards for the 4 times table, as that is what my class are learning this week, but very easy to edit for any times table. Provided three versions: one with the 'x symbol, multiplicand. & = symbol' on one card (least number of pieces) [this version also includes 4 wrong answers to make it a little more difficult] , one with 2 digit product on one card (harder), and one with each digit on separate cards (hardest, and also easiest for them to lose cards of ;-))

Nutritional information on various cereal packets. Four different brands of breakfast cereal (1 per A4 page: print back:back and give partners different worksheets), students have to answer (with reference to packaging): 1)Name of product: 2)Weight of product: 3)Main Ingredient: 4) 2nd biggest ingredient (if this is sugar it is an unhealthy choice) 5)Serving Size: 6)How many grams of sugar in one serving? 7)Which of the options is the healthier choice and why?

Visual introduction to square number patterns . Useful as a visual introduction to exploring square numbers and/or as a lesson starter. A square is slowly built by adding the next odd number of squares to the first to make a bigger square (number). 3 animated slides (don't bore your students too much, just use 1 a lesson) *Slide 1 uses a growing pattern of odd numbers in an addition sentence (underneath the square) to create square numbers. *Slide 2 uses the above plus the matching multiplication sentence. *Slide 3 uses the visual and only the multiplication sentence. I like to show slide 1 with just the addition sentence first off and impress my students with my quick fire maths skills ;-) "1+3+5+7+11+13+15+17+19+21+23 = 135". The following day I'll teach them the trick of multiplication. A few of my higher ability will be able to answer the addition sentences on their own at the end of a lesson. You'll need a bit of patience as the squares reveal themselves. Hope students around the world enjoy it (?) and that it makes multiplication that little more understandable. Please rate and comment politely, all my resources are shared freely.

40 positive affirmations for children. Designed to be printed on card and cut out into strips. Start everyday by randomly choosing one, and saying it out loud!

On the left simple sentences with irregular past tense verbs. \nOn the right simple sentences with either present or future tense verb sentences.\n\nStudents have to; \n1) Link the similar sentences. \n2) Underline or highlight the verbs.\n\n25/25 sentences in total. double sided.

A negative sentence (or statement) states that something is not true or incorrect.Two back:2:back worksheets (4 pages) with a varity of activities used as a homework.Negative Sentences using 'Being Verbs' present and past form on worksheet_1Negative Sentences using 'other verbs' present and past form on worksheet_2.Please rate and review.

Comparatives and Superlatives worksheet with rules.One side with 1 syllable adjectives (add 'er' & 'est')Other side with 2 syllable adjectives (more...than & most)Good for a homework for ESL learners.

Gold, silver and bronze certificates for students who have learnt their multiplication tables to different levels. Also includes the reverse side showing test results (you just need to delete ticks corresponding to results to match the front side) Comes with a checklist / test sheet. Levels are; BRONZE For being able to say a complete multiplication table in order. e.g. "One times two is two. Two times two is four etc." SILVER For being able to give the product of the numbers multiplied together, out of order. e.g. Q: “What is six x two?", "What is twelve x two?" etc. GOLD For giving facts when presented with the product only e.g. “24?” “12 x 2” Please rate and comment if you find them useful.

Simple labeling worksheet with 15 /ar/ digraph words. Very simple and clear images. With a word list with sound buttons. Please let me know what you think of the style of images.

one more than. one less than. number before. number after. up. down. shake it all about.\nSimple worksheet: write the number that comes before and after inside the circle, triangle or hearts.

Was and were are the past tenses of verb "to be".23 easy to read, child friendly sentences with missing were or was.1-\tIdentify the subject of the sentence.2-\tIdentify whether it is a singular or plural noun. 3-\tFill in the blank in the sentences using ‘was’ or ‘were’ 4-\tThen on the line at the end write whether the noun was singular or plural.

Basic homework worksheet.With rule.Decide (based upon the pronoun or noun) whether the being verb should be 'am', 'is' or 'are'...fill in the blank.(1 non-commercial clip-art image of a happy panda...I am happy, yes I am!)

ch, ch, ch, ch, choo choo!!\n\nSimple labelling worksheet of 12 ch words. Look at the clear pictures, read the words in the box, choose the correct word and write it under the corresponding picture.\nchin, rich, chat, itch, punch, chick, chicken, pinch, chest, watch, etc. \ndiagrpah ch ch ch ch ch ch ch ch ch ch diagraph\n\nOne file is the B&W worksheet, one has a few color cliparts as well. \nPlease rate and leave a comment?

More or Less Homework?? Discussion Activity Designed to allow me to evaluate the group work skills of a group of four grade 3 students and to see if they are demonstrating 'cooperative learning behaviours'. I hope that it has been designed to encourage the exchange of ideas (exploratory and cumulative talk) and not just work out the logistics of completion (presentational and or argumentative talk). [However, it will require explaining and modelling] It is, (I think) a 'meaningful open-ended task' and has been worded so that students can interpret each reason as a pro or a con(:so that they can 'create their own meaning') Furthermore, it is difficult enough for there to be a potential of failure if they don't work collaboratively. Based on research articles and designed specifically for grade 3 international (inc. some high level ESL) students to complete in 20-25 minutes.