Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Thankyou for looking at my resource.
This lesson starts with a adverb/verb warm up task.
Children will be shown and before and after of ‘un’ arriving.
Children will be taught what a prefix is and what un does.
Children will sort through words which can have the prefix un applied which will lead to the first independent task.
The concept will then be further investigated as children explore the difference between words with the prefix un and words that simply start with un.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)`
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Yellow - Independent application
Thankyou for looking at my resource.
The lesson starts with a noun warm up which will lead into introducing apostrophes for possession. Children will introduced to apostrophes for possession through seagulls.This lesson will work through common misconceptions to ensure children have a clear understanding of when to use apostrophes for possession.
Children will complete two tasks. The first will be identifying correct and incorrect application and the second will see children writing short sentences using apostrophe for possessions.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximize their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Yellow slides - Independent application
Thankyou for looking at my resource.
This powerpoint contains 25 spelling starters with a variety of tasks to help build children’s confidence in their exception words.
This is the first lesson in a sequence. Children will be working to help Zack the Zookeeper.
Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Children will then be taught a definition of animal. This will be applied to a number of tasks to ensure the meaning is embedded.
Children will be introduced to Zack the Zookeeper. All lessons are based on learning generated from problem solving. Children will learn that Zack has done a number of things wrong but the issue is the task doesn’t name the animals e.g giving dog food to the animals.
Children will be shown a number of animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups.
Independent application - Children will have 5 posters showing different animals and find an animal that starts with each letter of the alphabet.
Helping hands - Support teacher ‘expert’ group.
Chilli challenge - Children to be given an opportunity to think further about individual animals.
Powerpoint user guided
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups.
Children will then be reminded of the five different animal groups.
Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different.
Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource
Children will start with a warm up game of simon says which will lead into children recapping on verbs and ensuring all children have a clear definition of them.
Children will think about what they did yesterday and discuss this in partner talk.
Children will be shown an example of what somebody did. yesterday but the verb tenses will be incorrect.
Children will start by exploring simple past tense verbs and spot that you simply need to add ed. Children will complete a task either independently or with support of an adult helping hands. A chilli challenge is provided when they have completed the main task - the differentiation comes in how children access the task.
Children will then be taught examples where you can’t simply add ed. Children will again complete an independent task.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Yellow slides - Independent application
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
Key vocabulary
Toys , past, historical evidence, historical source .
Thankyou for looking at my resource.
Powerpoint
L.O
L.O Scaffolded helping hands task
Set up to do list
Chilli Challenge
Photo space, spiel and vocabulary
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Lesson 1 - Children to create six Halloween costume ideas and choose their favourite.
Lesson 2 - Children to use adjectives to describe their costume. Children to be challenged to use expanded adjectives to add more detail to their writing.
Lesson 3 - Children to write a description of their Halloween costume.
Thankyou for looking at my resource.
Central to the lessons within my teaching is by introducing the learning through a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
Preparation - Each table will need a set of materials and sorting hoops.
They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner.
Children will be given a problem. How are they going to sort the items into two suitcases?
Children will learn what is meant by sorting and categories. Children will start by looking at everyday categories such as colour and then build up to embedding their scientific understanding.
Children will independently identify the categories of the two suitcase.
Helping hands - Children will have the words and will fill in the gaps.
Chilli Challenge - Children will think why one material was hard to sort into two groups.
Children will then be introduced to sorting hoops. Discussing the benefits of this over sorting into two groups.
Children will move onto sorting the materials into hoops and recording how they have sorted the materials.
Helping hands - Children will work on a teacher led team.
Chilli Challenge - Children will be challenged to sort into three categories.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Thankyou for looking at my resource.
All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this resource children will focus on the importance of a verb in a sentence.
Children will do a variety of carefully thought out small step tasks to build up their understanding of what a verb is and how to apply verbs to sentences.
Resource includes a PPT and corresponding word resource
Thankyou for looking at my resource.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
They will start by being shown a vague shopping list that one of the pigs has been provided with for the hardware store. Children will discuss why the list is impossible for the little pig to shop from. Children will have time to independently think and then discuss with a partner using a stem sentence to support oracy. To help embed material names and identification children will have hidden materials which will be slowly revealed. Children will guess the material again with the support of a stem sentence to support oracy.
The misconception of material vs object will be discussed to ensure children are naming the material in the independent task however this will be discussed in further detail in the next lesson.
Children’s independent task.
Each table in the classroom will be set up as a different hardware store. With varying quantities of materials. Children will need to write the store name, identify the material , name it and write the quantity.
Helping hands - A picture word bank will be provided.
Chilli Challenge - Children will discuss which store would be best to shop at based on the materials they have.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
Lesson 1 - Where and when
Lesson 2 - How
In this set of lessons children will be looking at simple sentences and expanding them using when and where adverbs/adverbial phrases.
Children will look at the problem with simple sentences. For instance children will be unable to identify which picture a particular sentence belongs to and through this will learn the importance of expanding sentences using adverbs/adverbial phrases . Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Children will do a variety of carefully thought out small step tasks to build up their understanding of what an adverb/adverbial phrase is and how to apply these using when,where and how.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
Preparation - Each table will need a set of materials. The teacher will need materials during the input.
They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner. They will identify the name of every materials and then identify an everyday object , its use and the materials it is made from.
Children will be given a concept cartoon showing the three pigs debating which material to use to make a chair. The teacher will then bring together observations in a scientific way. Children will be introduced to seven property pairs (waterproof /absorbent have been excluded due to the next lesson having a focus on this)
Children will be introduced to prediction and will do a whole class prediction about the properties of certain materials. After children have made their predictions the teacher will model investigating the properties.
Children’s independent task.
Children will have materials on their tables. Children will create a fact file about individual materials and their properties.
Stem sentences are used throughout to support oracy.
Helping hands - A teacher supported ‘team’ will go round together finding objects.
Chilli Challenge - Children will identify objects with multiple materials.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
They will start by rewinding to their previous learning and identify the name of every materials in Three Little Pigs hardware store. Children will then learn about the mistake (scientific misconception) one of the pigs has made with Mummy Bear’s order. Children will discuss with a partner what mistake they have noticed. The teacher will then bring together observations in a scientific way by explaining that the pig delivered the materials not the objects. The teacher will define and explain the differences. Children will then do a number of examples together were they need to identify the object, the use and then the material used.
Children’s independent task.
Children will find objects around the classroom. They will draw a diagram of the object and as they did a a class identify the object, the use and then the material used.
Helping hands - A teacher supported ‘team’ will go round together finding objects.
Chilli Challenge - Children will identify objects with multiple materials.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
This ppt builds up children’s understanding of food chains through the use of small steps.
Children will start by demonstrating their understanding of herbivores, carnivores and omnivores.
Children will then move onto discuss the link to prior science units such as light and electricity to allow them to build on previous learning.
Children will discuss the type of energy that is involved in the food chain and how this is essential to animals survival.
Children will then move onto learn about producers and consumers and then further build on this by developing an understanding of of prey and predator.
Throughout the slides there are opportunities for common misconceptions to be addressed, children to be actively engaged with their learning through discussions and thinking points and finally the core concepts are built up slowly and repetition is used to deepen understanding.
Thankyou for looking at my resource.
Children will start the lesson with an I spy warm up. This provides a great opportunity to talk about nouns as well as getting children ready for learning.
Children will move on to reflect on the strategies they use to help them spell such as phonics. Children will be shown a list of compound words and will discuss what is the same about them. This will lead into children learning what compound words are.
Children will complete two tasks:
Matching words to make compound words
Identifying the words that have made the compound words.
Chilli challenges will be provided to all learners - the difference will be in how children access it.
Helping hands are provided for children who need some support to access the learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this bundle children will focus on the very basics of a sentence. The noun and the verb. Children will then move on to using adverbs / adverbial phrases to expand sentences.
I have used this throughout the school from year 1 all the way up to year 6 (when they need a bit of a reminder after a holiday)
Through carefully constructed small steps children will not only learn about the different parts of a sentence but also through problem solving learn the importance of these to a sentence.
Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
This is the third lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by playing a child friendly version of two truths and a lie. Ms Messy has change one of our science facts which is the not true fact? This will ensure that quick assessments can be made of what children have already learnt and identify any gaps that need revisiting. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by recapping on what life cycles are and label the life cycle of a frog. Children will then complete a number of tasks to help them understand that there are things that they can do now because they are no longer a baby. They will also develop an understanding that there is things they still need to develop to become an adult.
Children will complete the first task
Task 1 - They will name and order the human life stages.
Children will then start to identify when specific things occur for most people during the life cycle.
Task 2 - Children will then identify when things usually start/happen in the life cycle.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource. Each lesson includes a powerpoint and accompanying resources. The lessons can be picked up and taught from however provide the freedom to edit based on individual needs.
Lesson 1
Children will be working to help Zack the Zookeeper.
Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Children will then be taught a definition of animal. This will be applied to a number of tasks to ensure the meaning is embedded.
Children will be introduced to Zack the Zookeeper. All lessons are based on learning generated from problem solving. Children will learn that Zack has done a number of things wrong but the issue is the task doesn’t name the animals e.g giving dog food to the animals.
Children will be shown a number of animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups.
Lesson 2
In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups.
Children will then be reminded of the five different animal groups.
Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different.
Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups.
Lesson 3
In this lesson children will recap on their prior knowledge by recapping on the definition of animal and matching the animal group to the description.
Children will reflect on what animals need to survive which will lead into being informed that Zack the zookeeper thinks that all animals eat the same thing. Children will discuss whether they agree or disagree with this.
Children will be shown a number of animals diets and will reflect whether it is possible to remember all of the individual diets of the over 1.2 million animals that exist.
Children will be introduced to carnivore, herbivore and omnivore as well a small task to ensure that children understand what is meant by meat and plant type foods.
Further to this a discussion will be had about humans and those that follow a vegan/vegetarian/other diet.
Children will build up to independently identifying whether an animal is carnivore,herbivore or omnivore based on their diet.
Lesson 4
Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks.
Children will be given a number of choices through a discussion of would you rather?
Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices.
Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses.
Lesson 5
The lesson will start with children recapping on prior learning.
Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo.
As a class children will discuss different body parts and what their uses are.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
