Many teachers love the Talk for Writing approach but do not find it easy to organise all of Pie’s brilliant ideas into a unit of work. It is a challenge! I have been following the TfW approach for many years, and I have spoken at a few of Pie’s national conferences. Over the years, I have organised Pie’s ideas into a three week planning grid. The planning frame attached is not supposed to be prescriptive; it is designed to ‘hold your hand’ while you put a unit together. It is invaluable for teachers new to this approach, but even old-timers like me find the prompts helpful. This planner has been taken on in many schools and you may adapt it for your own use. This work is designed to support teachers using the TfW approach.

This activity has also been developed into ‘First Week Back Poetry’, a fully resourced one week unit (PowerPoints, plans, activities). It is available from my shop. Please follow this link https://www.tes.com/teaching-resource/resource-12907781 Upper KS2 poetry activity: ‘What I DIDN’T do over the summer!’ We didn’t all go on amazing holidays over the summer, but there are amazing things in front of our noses. Try this poetry activity with upper KS2 children. If you use this - and I saved you some time - please leave a review in return.

27 ways to for KS2 writers to edit and improve their own writing. This project was written by Fiona Keeling and Maurice Leahy and has been loosely inspired by Brighton Train Station (bear with us). We put it together to help children develop writing further at the editing stage. The PowerPoint explains how it works, but we are sure you’ll find your own ways to use this. Fiona brings it to life in her classroom with a cap, whistle and realistic train tickets! It was a lot of work, so if you spot the odd error, please let us know and we will put it right. We hope it saves you some precious time. Please leave a review. Happy editing!

I have edited the National Curriculum into a word document that just shows the grammar content to be introduced in each year group (and the glossary). I find this useful for staff training purposes - hope you find it useful too.

Hi teachers of the world! I love using Roger Mcgough’s fantastic ‘What I love about school’ to motivate pupils to write poetry with patterns. I’ve used it several times, and the children often come up with brilliant poems of their own, once they have had time explore the patterns. A shortened version of the poem, some comprehension activities and planning sheet are included. Have fun! If you like this activity, you may like my grammar games and units of work.

Key Stage 2 nounsA fun game for 2 players exploring proper, common, concrete, abstract and collective nouns. I designed it to support children preparing for the Y6 grammar test. It could be useful for anyone exploring different types of nouns. Enlarge the game board and playing cards up to A3 for less fiddly fun. Enjoy! If you would like more like this please download my other games. They come with presentations and lesson plans.If you use this, please leave a review - it's good teacher karma!My e-book of 20 grammar games is also available for a fiver! It'll boost grammar skills without inducing boredom.

If you are reading Goodnight Mr. Tom here are three very short drama acativities for childrent o try in pairs. They could be used just to help children engage with the story.I asked children to use these three short pieces of drama to support them in writing a diary entry and the produced some wonderful writing.Hope they are of use to someone out there in teacherland.If you use it, please review it!

A one week unit for Y5 or Y6 exploring the weird and wonderful poem ‘Civil War on The Moon’, by the amazing Ted Hughes. Once the children have unpicked the tricky vocabulary (using the presentation attached), they will love this poem about two armies fighting for domination of the moon. My classes are always very keen to create new armies for a poem of their own. I use it during our space topic. I have included teacher notes about the parts children find a little tricky and a breakdown of each verse. I hope you have fun with this!

This is a terrific descriptive writing lesson. Children contrast the inside of a tent (at night) to the outside. Lesson summary: 1. Vocabulary/simile sorting activities for 'meaning breakdown' and then for inside/outside 2. Release high attaining (AMA) writers to do indoor/outdoor writing independently 3. Shared (teacher led) writing of ‘indoor’ for everyone else 4. Rest of class use word bank (developed during part 1) for independent ‘outdoor’ writing It would work well from Y2 upwards - I used it in Y3, but I can imagine older writers enjoying this activity. Children use images and word banks to create wonderfully rich descriptive writing. You are buying: a detailed lesson plan and presentation, with inside/outside image word banks tasks suggested shared writing Enjoy!

Assessment focus: I can write a sentence that makes sense by itself Children explore sentences that make sense and sentences that do not. They fix sentences and write them correctly. The main activity is differentiated 3 ways. Included: Lesson plan Warm up Activity differentiated 3 ways

37 spelling questions linked to the Y5/6 spelling list and other patterns and rules that Y5/6 need to know. Complete each challenge to solve the Christmas joke puzzle! The answer is at the end of the sheet - don’t show your pupils. It’s a festive way of assessing spelling!

Lesson plan and 3 differentiated versions of a fun game to practise spelling words ending words ending –el, -al, -le. Assessment focus I can spell words ending –el, -al, -le Explanation ‘Towel’, critical’ and ‘apple’ all have the same pronunciation at the end. So how do people know which spelling to use? Most words end –le (-al and -el endings are far less common). Also –le endings tend to follow letters with ascenders or descenders. There are no rules that work every time! –el, -al, -le game You will need: a 1-6 dice per pair, a word bank per pair, a recording sheet each

Sweet shop lists! A fun way to generate list sentences Assessment focus I can use a comma (or ‘and’) to separate things in a list You will need: a dice guide (included), a tick chart (included), a 1-6 dice Support: Reduce the number of items on the tick list. Use a 1-3 dice and reduce the number of rows on the dice guide. Challenge: For each item in your list add an adjective to extend the noun phrase. There are some helpful words in the ‘Yum word bank’. Example: We shared our chewy fudge, sour laces and delicious lollipops.

This is an Iron Age themed Quiz Quiz Trade with 32 facts for the class to learn - this really support information writing. Also included are instructions on how to play Quiz Quiz Trade and an extra little 12 fact Quiz Quiz Trade about Mammoths!

Simple and fun dice game to get children talking (and writing) about how to add suffixes to words that end consonant y. Additional activity included.

Here is a short science fiction/suspense model for Year 5 or Year 6. I have also included an annotated version with teacher notes showing all of the key grammatical features, the way the text is structured and some suggested activities. How is this text organised? Are you good at hiding? Do you ever keep secrets? Can you keep secrets from your reader? This story is all about keeping secrets, and causing confusion, uncertainty and suspense! Can you keep the identity of your man character (a cat in the model text) hidden until the end and let the reader try and work out what they are? Can you keep the danger unknown until right at the end? Can you finish on a cliff hanger? So many questions… Build your own story from here. Scatter clues about the identity of your main character and keep the danger hidden. Here are the themes of each part of the story: Setting, fear, an unknown thing coming Flashback 1: unclear warnings and rhetorical questions Sustaining injuries: main character stops what she is doing and runs for home, but it is treacherous Home and family: How is the character motivated to survive? Her den and cubs! Flashback 2: she remembers more warnings, but the threat remains uncertain and confusing Main character finds a familiar place – nearly home? – nearly safe? A mysterious object finally appears – everything scatters – character’s identity revealed Fear changes to hunger – prey becomes predator… cliff hanger!

A fun version of consequences that aims to develop awareness of determiners, adjectives, noun, verbs, adverbs and prepositions.

A two player dice game that really gets children talking about the rules for adding -ing. This resource comes with a peer marking sheet so that children can learn from each other. Depending on your class, you’ll need at least 30 minutes to play this.

I can use a hyphen to combine words and create compound adjectives. Explanation Children need to understand how hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover). Also, an understanding of hyphens can add descriptive depth to noun phrases (e.g. the creature) when they are used to form compound adjectives (the ferocious-looking creature). In the compound adjective ‘ferocious-looking’, the hyphen shows that the two component words have a combined meaning. Aim: using the ‘dice guide’, roll to create six compound adjectives with hyphens that you could use before a noun (e.g. muddle-headed monster). Write definitions for your compound adjectives on your ‘game card’. Keep unusual or ridiculous combinations too! Have fun playing with words!

Fully resourced 3 week unit for this text also available in my store! I wrote this model text for year 3/4 children learning about the Stone Age (Bronze Age and Iron Age models are also included in your download). Important year 3/4 conjunctions, prepositions and adverbs are shown in red. The model has been written so that the children can easily use it to help them structure their own reports on the Bronze Age or the Iron Age. There is one image and it is from PIXABAY. I have also included some teacher notes about the text. If you are a talk for writing school, I have included the ‘story map’ for the first 4 paragraphs - that’s the amount we ‘talk’ off-by-heart. I have included Bronze Age and Iron Age versions of the Stone Age model. This is to show how the model can easily adapted to new subjects, and to give ideas for outcomes that the children could research and write. Finally, there are two activities related to the Iron Age version of the model that may be handy. One involves adding prepositions to information sentences. The other involves organising information in a sensible way (sub headings, captions etc).