Based on a theme, LCP’s daily home learning plans are here to help give parents ideas for fun and engaging activities for their children. Each day includes a mixture of independent and working with adult activities and a timetable to help structure the day. It includes all resources and hyperlinks. Day 7 Africa- The Gambia includes links to Geography, Reading, Writing, Spelling, Science and Art. DISCLAIMER: Website addresses are provided in this resource in order to offer additional information sources for teachers. It is not unknown for unscrupulous individuals or organisations to place highly unsuitable materials on websites to which children might have access. It is essential that teachers check the content of websites before allowing pupils to have access to them. In addition, although we try to suggest reliable sources, websites and the individual pages within them can sometimes be removed or have their website addresses changed by their owners. LCP cannot be held responsible for other organisations’ websites which are removed or changed, nor for the content of such websites.

An activity to encourage children to think and collect alternative words for imperative verbs of direction. Taken from UKS2 Literacy Resources File Leave a review

Promote book talk for all ages with this helpful worksheet. Leave a review

Read the adjectives and verbs and sort the words into two groups. Comic, humerous or funny Scary, threatening or unpleasant. Taken from UKS2 Literacy Resources File Leave a review

A worksheet to run alongside any publication of Beowulf. Prompts children to look at the meaning of the words found in the text. Leave a review

This sheet has been taken from UKS2 Literacy Resources File Encourages children to think about the Features of a Comedy. It links to You Can’t Bring That in Here by Robert Swindells. But activity can be used without this book and can link to any comedy. Dialogue: the repetition of ‘you can’t bring that in here’ which is then used by the gorilla at the end. – Vocabulary: funny similes, for example, ‘the sofa looked like a tatty boat afloat on a sea of can rings and screwed-up crisp packets’. – Action: Jimmy swapping a number of ‘normal’ animals, ending up with a talking gorilla. – Authorial voice: use of the third person makes the reader sympathise with Jimmy and ridicules Osbert.

This resource includes 1 text with activities and questions. Text title: Boats through History The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: PE picture dictionary The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Mozart The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Drumming all over the world The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Niagara Falls The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Snakes The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war. It provides an example of creative and effective cross-curricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas. There are 6 units. This is unit 1- Other units are available. Leave a review

This resource includes 1 text with activities and questions. Text title: Seaside The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

Taken from Literacy Year 1 Resource File WALT • Talk about what happened in the story. • Talk about the people in the story. 1 lesson with activity resources (does not include story) Activitiy overview: Listen to teacher’s introduction and to the story Oliver’s Vegetables and look at pictures. Answer questions, recall and order the events. Discuss Oliver’s character. This lesson is the first of six on the theme of stories about grandparents. It will be helpful if you can read other books on this subject to enrich the children’s experience and give them points for comparison. Approach the subject with sensitivity bearing in mind your children’s personal situations. Leave a review

Sample one week lesson plans from LCP’s Phonics Planning 3rd Edition Day-by-Day Lesson Plans based on Letters and Sounds Please note: This is just the planning and does not come with the lesson’s resources. What is LCP Phonics Planning? It is not a phonics teaching scheme and I have assumed that your school already has such a scheme in place, for example, LCP Phonics. There are many other commercially produced schemes available. LCP Phonics Planning is a planning tool for teachers who are teaching phonics using the Letters and Sounds document from the DfE. It is a guide and should be used with flexibility and at a pace which is appropriate to each group or class. Objectives and criteria for success: Teach new graphemes for reading (p134) ay ou ie. Teach the rules for spelling words containing these digraphs. (Appendix 6). Teach reading the tricky word people (p140) and decodable words house, about (p141). Teach reading and spelling compound words. (Appendix 7). Practise reading and spelling high frequency words (p141/p148). Leave a review

Get 15 sheets or the whole book via our TES shop 5 sheets with Answers Alphabet – to put words into alphabetical order. Root Words – to extend my vocabulary using root words. Homophones – to investigate homophones. Noun Phrases – to expand single nouns to noun phrases. Adjectives – to identify adjectives not placed next to a noun. . Taken from: Grammar and Creativity for Year 5 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

Get the all 71 sheets via our TES shop 5 worksheets: Alphabet – to put words into alphabetical order. Dictionary – to understand that a dictionary gives the meaning of words. Word Families – to recognise members of a word family. Thesaurus – to use a thesaurus to find words with similar meanings. Thesaurus – to use a thesaurus to find words with similar meanings. Thesaurus – to use a thesaurus to find words with similar meanings. Taken from: Grammar and Creativity for Year 3 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

Taken from Unit 1 UKS2 Literacy Resources File Horror stories have common features, such as: – a setting that is uncomfortable, creepy or scary. Often these are unusual places; – use of darkness and cold to unsettle the reader; – use descriptive words to create an atmosphere – appealing to all the reader’s senses; – create suspense through building up tension and sudden action; – suspense is built through long compound sentences and action is sudden and ‘jumpy’ conveyed through short, dramatic sentences; – dramatic endings and use of cliffhangers. - there will usually be a sinister, evil villain There is often an element of guesswork through clues given in the text. Who is bad – or carried out an evil deed – can be hidden and concludes with a moment of revelation; – include simplistic themes of right and wrong, and good over evil. This sheet is designed to prompt discussions on the features of a specific genre. Leave a review

Taken from UKS2 Literacy Resources File The sheet gets the children to recount the scene where Beowulf slaughters Fiend. Encourages children’s word choice. Leave a review