Experienced KS2 teacher with a firm belief that children learn most effectively through examples and routines. My teaching resources are structured consistently, featuring model texts, success criteria, and activities for improving speed, punctuation, and grammar skills through a 'fix it' approach. With a dedication to maintaining high standards of writing and fostering a love for language in my students, I ensure that each lesson is engaging, informative, and tailored to meet the needs of all.
Experienced KS2 teacher with a firm belief that children learn most effectively through examples and routines. My teaching resources are structured consistently, featuring model texts, success criteria, and activities for improving speed, punctuation, and grammar skills through a 'fix it' approach. With a dedication to maintaining high standards of writing and fostering a love for language in my students, I ensure that each lesson is engaging, informative, and tailored to meet the needs of all.
Character descriptions of Fred and Con. Can be used anytime whilst reading the book.
Enhance English lessons with these character descriptions for Year 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying two-character descriptions, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Narrative written from a different perspective. Can be used around Chapter Food (Almost).
This narrative is written from Lila’s perspective when she leaves the group in search for some ‘food’.
Enhance English lessons with this comprehensive narrative for Year 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a narrative, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Narrative written from a different perspective. Can be used around Chapter Food (Almost).
This narrative is written from Lila’s perspective when she leaves the group in search for some ‘food’.
Enhance English lessons with this comprehensive narrative for Year 5 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a narrative, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Non-chronological report on the Amazon Rainforest, linked with the text The Explorer by Katherine Rundel.
Enhance English lessons with this comprehensive narrative for Years 5 and 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a non-chronological report, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 and 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Narrative written from a different perspective. Can be used after the chapter The Monkeys and the Bees.
This narrative is written from Con’s perspective when the group find the map.
Enhance English lessons with this comprehensive narrative for Year 5 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a narrative, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Narrative written from a different perspective. Can be used after the chapter The Monkeys and the Bees.
This narrative is written from Con’s perspective when the group find the map.
Enhance English lessons with this comprehensive narrative for Years 5 and 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a narrative, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Years 5 and 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Narrative written from a different perspective. Can be used after the chapter The Monkeys and the Bees.
This narrative is written from Con’s perspective when the group find the map.
Enhance English lessons with this comprehensive narrative for Year 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a narrative, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Can be used after for the chapter: Smoke.
Enhance English lessons with this comprehensive diary entry for Year 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a diary entry (from the perspective of Lila), a differentiated success criteria presented (up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Can be used after for the chapter: Smoke.
Enhance English lessons with this comprehensive diary entry for Years 5 and 6 students in England. Specifically designed to complement your teaching of the adventure story The Explorer by Katherine Rundell.
The package includes a model text exemplifying a diary entry (from the perspective of Lila), a differentiated success criteria presented (up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 and 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Balanced argument for whether Kensuke should leave the island with Michael.
Can be used after Chapter 10.
Enhance English lessons with this balanced argument for Years 5 and 6 students in England. Specifically designed to complement your teaching of the adventure story Kensuke’s Kingdom by Michael Morpurgo.
The package includes a model text exemplifying a balanced argument, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 and 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text as it is a different character profile on Stanley.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Balanced argument for whether Kensuke should leave the island with Michael.
Can be used after Chapter 10.
Enhance English lessons with this balanced argument for Year 5 students in England. Specifically designed to complement your teaching of the adventure story Kensuke’s Kingdom by Michael Morpurgo.
The package includes a model text exemplifying a balanced argument, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text as it is a different character profile on Stanley.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Character description of Kensuke
Can be used after Chapter 5.
Enhance English lessons with this character description for Year 6 students in England. Specifically designed to complement your teaching of the adventure story Kensuke’s Kingdom by Michael Morpurgo.
The package includes a model text exemplifying a character description, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text as it is a different character profile on Stanley.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
Balanced argument for whether Kensuke should leave the island with Michael.
Can be used after Chapter 10.
Enhance English lessons with this balanced argument for Year 6 students in England. Specifically designed to complement your teaching of the adventure story Kensuke’s Kingdom by Michael Morpurgo.
The package includes a model text exemplifying a balanced argument, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text as it is a different character profile on Stanley.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
6 Model Texts based on The Silver Sword by Ian Serraillier
An informal letter as Edek, explaining what has happened to him. can be used after Chapter 13.
Character Description of Ruth.
Character profile on Jan.
Diary entry as Ruth. Chapter 11.
Can be used after chapters 14 and 15. A setting description of The Blitz
Can be used at the end of the book. A setting description of The Swiss Mountains.
Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar and a ‘Magpie Map’ to help children generate ideas and enhance their vocabulary. This also acts as another ideas generator for children before they write their own text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Magpie map. Two pages full of expanded noun phrases, smiles, metaphors, adjectives and 6 sense words associated with the writing task to aid children with their ideas and increase their vocabulary.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
An informal letter as Edek, explaining what has happened to him. can be used after Chapter 13.
Enhance English lessons with this comprehensive informal letter for Year 6 students in England. Specifically designed to complement your teaching of the adventure story The Silver Sword by Ian Serraillier.
The package includes a model text exemplifying an informal letter, a differentiated success criteria presented (up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 6 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Magpie map. Two pages full of expanded noun phrases, smiles, metaphors, adjectives and 6 sense words associated with the writing task to aid children with their ideas and increase their vocabulary.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
6 Model Texts based on The Silver Sword by Ian Serraillier
An informal letter as Edek, explaining what has happened to him. can be used after Chapter 13.
Character Description of Ruth.
Character profile on Jan.
Diary entry as Ruth. Chapter 11.
Can be used after chapters 14 and 15. A setting description of The Blitz
Can be used at the end of the book. A setting description of The Swiss Mountains.
Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar and a ‘Magpie Map’ to help children generate ideas and enhance their vocabulary. This also acts as another ideas generator for children before they write their own text.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Magpie map. Two pages full of expanded noun phrases, smiles, metaphors, adjectives and 6 sense words associated with the writing task to aid children with their ideas and increase their vocabulary.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
A non-chronological report on yellow-spotted lizards.
Enhance English lessons with this non-chronological report for Year 5 students in England. Specifically designed to complement your teaching of the adventure story Holes by Louis Sachar.
The package includes a model text exemplifying a non-chronological report, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text as it is a different character profile on Stanley.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
5 Model Text Types and Reading Comprehension questions for the novel Holes by Louis Sachar:
• Two setting descriptions (one of Camp Green Lake and the other of Green Lake),
• Two informal letters from Stanley to his parents (one lying saying everything is fine and the second one being honest),
• Four-character descriptions of Stanley, Zero, The Warden and Zero
• A newspaper report on Stanley being sent to Camp Green Lake.
• A non-chronological report on yellow-Spotted lizards
This pack also includes roughly 10 questions for each of the 50 chapters, covering all Content Domains of the National Curriculum. This resource could be used as part of your guided reading, morning activity or a meaningful filler. Suitable for self or peer marking with answers provided.
Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar. This also acts as another ideas generator for children before they write their own text.
How to Use the Resource:
Start by examining the model text as a class or in pairs. Encourage students to identify the features of a non-chronological report and express their preferences or critiques about the provided example.
Review and deliberate on the Success Criteria provided. Distribute differentiated criteria to students and prompt them to evaluate the model text against it. Encourage them to visually highlight, underline, or tick off elements as needed.
Engage students in the ‘Fix the Mistake’ activity, concentrating on rectifying spelling errors, punctuation misuse, and verb tense inaccuracies.
After the preparatory activities, encourage students to produce their own newspaper report. Utilize the provided success criteria for self-assessment and peer evaluation.
This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation.
If you find this resource beneficial, we invite you to leave a review. As a token of appreciation, you will be eligible to receive another resource of equal value for free. Simply email your username, the reviewed resource, and your desired complimentary resource to samantha-hunt@outlook.com.
Two setting descriptions: one of Camp Green Lake in the present day and the second of Green Lake. The first can be completed after chapter the second chapter of the book and the second setting description can be completed after chapter 23.
Enhance English lessons with these setting descriptions for Year 5 students in England. Specifically designed to complement your teaching of the adventure story Holes by Louis Sachar.
The package includes two model texts exemplifying a setting description, a differentiated success criteria (presented up to three levels) to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 learners. The ‘fix it’ text can also be used to help generate pupils’ ideas for their independent write, along with the model text as it is a different character profile on Stanley.
Upon acquiring the resource, the following activities can be implemented:
Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing.
Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features.
Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling and punctuation errors in the text.
Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria.
The resource, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs.
If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.
5 model text types for the novel Holes by Louis Sachar:
• Two setting descriptions (one of Camp Green Lake and the other of Green Lake),
• Two informal letters from Stanley to his parents (one lying saying everything is fine and the second one being honest),
• Four-character descriptions of Stanley, Zero, The Warden and Zero
• A newspaper report on Stanley being sent to Camp Green Lake.
• A non-chronological report on yellow-Spotted lizards
Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar. This also acts as another ideas generator for children before they write their own text.
How to Use the Resource:
Start by examining the model text as a class or in pairs. Encourage students to identify the features of a non-chronological report and express their preferences or critiques about the provided example.
Review and deliberate on the Success Criteria provided. Distribute differentiated criteria to students and prompt them to evaluate the model text against it. Encourage them to visually highlight, underline, or tick off elements as needed.
Engage students in the ‘Fix the Mistake’ activity, concentrating on rectifying spelling errors, punctuation misuse, and verb tense inaccuracies.
After the preparatory activities, encourage students to produce their own newspaper report. Utilize the provided success criteria for self-assessment and peer evaluation.
This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation.
If you find this resource beneficial, we invite you to leave a review. As a token of appreciation, you will be eligible to receive another resource of equal value for free. Simply email your username, the reviewed resource, and your desired complimentary resource to samantha-hunt@outlook.com.
