3 worksheets focuses on the teaching of adverbs
Sheet 1: to revise adverbs of manner
Sheet 2: to revise adverbs of time, frequency and place.
Sheet 3: to investigate how adverbs can affect adjectives
Taken from Grammar and Creativity Year 6 (by LCP)
Clear sheets that have instructions so easily to follow.
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4 worksheets and 1 poster
Designed to support the teaching of Commas.
Sheet 1: to revise commas and full stops.
Sheet 2: to explore the ways commas help to create meaning in a sentence.
Sheet 3: to use commas to avoid ambiguity
Sheet 4: to use commas to punctuate speech
Taken from LCP’s Grammar and Creativity Year 5 book.
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Includes:
Sheet 1: Tense – to change the tense of verbs.
Sheet 2: Tense Challenge – to change the tense of verbs.
Sheet 3: Tense Challenge – to keep the same tense throughout a piece of writing.
Sheet 4:Tense Challenge – to change irregular verbs to the past tense.
Taken from our Grammar and Creativity Year 3 book.
Easy to follow and use.
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Includes
Poster: Understanding Clauses – explanation.
Sheet 1: Clauses – to identify the main clause and subordinate clause.
Sheet 2: Clauses Challenge – to add a main clause to complete a sentence.
Sheet 3: Clauses Challenge – to create complex sentences by adding subordinate clauses.
Sheet 4: Relative Pronouns – to recognise and use relative pronouns.
Sheet 5: Relative Pronoun Challenge – to drop in clauses beginning with who, when, where, which, that.
Taken from LCP’s Grammar and Creativity Year 4 book
Easy to follow
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Taken from our Literacy Upper KS2 Resource file
Includes lesson plans and resources
Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story.
Lesson 2: One powerful legend, two stories
LO: To be able to compare different versions of a legend.
Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas
Lesson 4 Capturing the moment
LO: To act out scenes from stories and to describe them in precise sentences.
There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative.
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Includes lesson plans and resources.
Taken from our Literacy Upper Keystage 2 Resource File
Tales from other cultures and traditions
Lesson:1 Once upon a time… (two versions of Red Riding Hood)
LO: To find similarities and differences between two stories
Lesson 2: Would you trust this wolf?
LO: Speak and write in a persuasive way and use speech marks with other punctuation.
Lesson 3: Creating word pictures
LO: Use similes and metaphors to make writing interesting
Lesson 4: The real Mr Wolf
LO: To recognise that stories change when told from a different perspective
Lesson 5 Journey to Jo’burg
LO: Find out about life in other countries by reading stories. • Make notes about characters and places
Lesson 6: In Johannesburg
LO: Read between the lines’ in stories. Write newspaper articles and letters from different viewpoints.
Lesson 7: Going home
LO: Discuss important issues found in stories. Make notes on both sides of an argument.
Lesson 8: Inspiration for Journey to Jo’burg
LO: Match an author’s experiences to scenes and characters in their stories.
This fiction unit explores some stories from other cultures. In reading stories from a variety of cultures and traditions, children are encouraged to see differences in relationships, customs and attitudes and use of language. Children will identify points of view and plan and retell a story from alternative viewpoints. They will also précise texts and rewrite them as letters, dialogue or newspaper articles. There will be opportunities to discuss the motives of both the characters and the story tellers. The first four lessons focus on versions of the familiar European folk tale ‘Red Riding Hood’. The last four lessons analyse a children’s novel - Journey to Jo’burg written by a South African author in the 1980s. As one focus of this unit is on story illustrations, it might be useful to link with Art and design lessons and invite a professional illustrator into school.
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This non-fiction unit looks at persuasion and argument. Children will read and evaluate texts intended to inform, protest, complain or persuade. In doing so, they will consider how the texts are set out and what language devices are used. They will notice the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact; infer writers’ perspectives from what is written and from what is implied. Children will investigate the use of persuasive definitions, rhetorical questions, pandering and condescension. During the unit, children will write persuasive letters for real purposes, for example to put a point of view or comment on an emotive issue. The first two lessons focus on writing persuasively about environmental issues. The next two lessons look at formal and informal writing and at how to produce a balanced argument. In Lesson 5 the children will take part in a formal debate. The final lesson looks at a famous wartime speech by Winston Churchill. (This could be used separately during a history lesson.)
Lesson 1: How big is your carbon footprint?
• Evaluate texts intended to persuade. • Identify persuasive devices • Infer what is implied
2 Green letters• Know the features of a persuasive letter.
3 Exploring a controversial issue
• To identify textual viewpoints – for, against and balanced. To explore the language and organisational features of texts presenting a specific argument/ point of view.
4 Comparing formal and informal texts
• To identify and explore the features of formal and informal texts. • To listen for language variation in formal and informal contexts. • To employ the features and narrative techniques of formal and/or informal texts in their own writing
5 Establishing a viewpoint on a controversial issue
• To participate in wholeclass debate using the conventions and language of debate, including Standard English. • To identify the ways spoken language varies according to differences in the context and purpose of its use.
Analysing a famous speech
• Listen to and understand a speech. • Recognise the use of repetition and emotive language.
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This non-fiction unit for Years 5 and 6 revisits the key features of recount texts. Analysing recounts drawn from a range of media, children identify common features and differences. They then go on to produce a plan, carry out interviews, collate and evaluate the information they have gathered and write an article or report. To give context to this work, it would be useful to arrange a visit from a local news reporter or a trip to a news office, if possible. The examples in these lessons are taken from ‘Beowulf’ and follow on from Fiction Unit 3. This unit could be used at any stage in Year 5. Lesson length This unit could take about three to four weeks. We have organised the unit’s content into seven lessons, each of which should take about an hour. Each lesson also has a set of extension activities for different abilities, as well as Hotspot! (Higher Order Thinking/Higher level questioning ) challenges.
Lesson 1 Read all about it!• To identify the different features of a newspaper
Beowulf ’s clash with Grendel – an impersonal recount • To write a recount of an event.
3 An interview with Wiglaf. • To recognise the key features of an interview use a range of open and closed questions to gather information from an eye-witness
4.‘We interrupt this programme for a newsflash…’ • To take useful notes and to ask open questions. • To explore individual’s motives through role play
5 Carefully chosen words.• To write a range of different kinds of sentences.
6 Here is the news • To organise and edit work and make improvements
7 The importance of good editing
• To reflect critically on their own and other’s writing and to improve it.
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Includes all stories
An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child.
Covering:
Speaking and listening
● Help the children to draw a
storyboard or story map to support
a retelling of the story.
● Provide fabrics, blocks and smallworld resources to create a threedimensional story map.
● Use role play to tell the story from
one point of view. To explore ideas
for this, use drama techniques,
such as ‘hot-seating’.
● Act out either the monster version
of the story or the traditional
version, using voices for the
characters.
Guided and shared reading:
● Use the story as a shared text.
Support the children as they read
words which contain alternative
spellings for phonemes (see table,
below).
● Compare and contrast this
version with a traditional version of
Red Riding Hood (see ‘Resources’,
page 91).
● Traditional tales are some of the
easiest texts to use when asking
young children Assessment
Focus 7 questions (Relate texts
to social, cultural and historical
contexts and literary traditions) as
it is relatively easy to find simple
retellings that the children can
read independently. For example,
you could ask:
● How did you know that the
boy would do something
bad?
● Did anything surprise you in
this retelling of the story?
The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy?
Learning outcomes
Children learn:
to understand and use the vocabulary for the
days of the week
to ask and respond to the question ¿Qué día es
hoy
Includes:
Lesson Plans and Activity Sheets
The purpose of this topic is to ensure that children can greet each other by responding and saying
¡Buenos días!, ¡Hola! and ¡Adiós! It is also to familiarise children with new sounds and to encourage them to speak and practise customs, even if they make mistakes, in order to gain confidence.
Learning objectives
Children learn:
to say hello (distinguish between formal (¡Buenos
días!) and informal (¡Hola!))
to say goodbye (¡Adiós!)
greeting customs
Includes:
Lesson Plans and Activity Sheets
Includes 5 Activities
In this first section, which contains a term’s work, the children will learn to introduce themselves in
Spanish and to greet others. They will learn numbers 0–12 and some classroom objects. They will also
begin to work on sounds and spellings, and use simple classroom instructions.
Topic titles (6 Lessons)
Greetings
How are you?
Introducing yourself
Numbers 0–12
Classroom instructions
Classroom objects
Includes
Lesson Plans, Subject Vocabulary and Activity Sheets
See the full Instructions unit: https://www.tes.com/teaching-resource/year-2-english-literacy-instructions-unit-12330446
One lesson with plan and resources
Good for introducing the topic of instructions
WALT: Listen to instructions. • Follow instructions and give instructions on how to move.
Focus on speaking and listening skills by getting the children to follow a chant.
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The purpose of this topic is for children to learn vocabulary to describe the colour of items.
Learning outcomes
Children learn:
to say the correct word for the colour in response
to the question ¿De qué color es?, e.g. Es azul.
to use short phrases to express personal
responses and preferences: me gusta el rojo, no
me gusta el amarillo.
to use correct intonation to indicate they are
asking a question
to show they understand nouns used with
colours
to show they understand simple commands, e.g.
¡Buscad!
to listen carefully in order to discriminate sounds
and identify meaning
to show they understand familiar statements
to begin to show understanding of syntactic
structure in languages, e.g. position of adjectives
in Spanish in relation to English adjective
position, e.g. un bolígrafo azul – a blue pen
Resources:
Includes Lesson plan and Activity Sheets
The purpose of this topic is for children to identify members of their family, to respond to questions
and to write short phrases correctly with support.
Learning objective
Children learn:
to introduce members of the family
Learning outcomes
Children learn:
to identify correctly names for members of the
family
to understand and say whether or not they have
brothers or sisters
to respond with Se llama… when asked
someone’s name
to understand that el is masculine and la is
feminine
to role-play members of own, imaginary or
famous family
to copy familiar short phrases correctly
to name and describe people
to use visual clues to produce short phrases
using mainly memorised language
Includes:
Lesson Plans, Vocabulary and Lesson Activities
The purpose of this topic is to ensure that the children can say what nationality they are, ask the
question of others and say what language they (and others) speak.
Learning objective
Children learn:
to describe their nationality and the languages
they speak
Learning outcomes
Children learn:
to describe their nationality and ask others the
same question, for example Soy inglés/inglesa
to say what languages they speak, for example
Hablo inglés y español
Includes:
Lesson Plan and Activity Sheets
The purpose of this topic is for children to say what the weather is like, using a few simple phrases.
Learning objective
Children learn:
to describe the weather, using a few simple
phrases
Learning outcomes
Children learn:
to respond to the question ¿Qué tiempo hace?
using short phrases, e.g. hace buen/mal tiempo;
hace calor/frío
to name and describe the weather in various
places, e.g. en Alicante hace calor
to write the phrases so they can describe the
weather correctly
Includes Lesson Plan and Activity Sheets
In this section, the children will learn to say their age and where they live. They will learn the numbers 13–21, the days of the week, some phrases about the weather and the Spanish alphabet.
This is a 7 week unit of work
Includes:
Medium Term Plan, Individual Lesson Plans, Lesson Activities
**Topic titles
How old are you?**
The purpose of this topic is for children to know how to say how old they are and to ask others their age
2. Where do you live?
The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response.
3. Nationalities
The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak.
4. Numbers 13–21
The purpose of this topic is to ensure that children can count to 21 in Spanish
5. Days of the week
The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy?
6. The weather
The purpose of this topic is for children to say what the weather is like, using a few simple phrases.
7. The Spanish alphabet
The purpose of this topic is for children to learn the Spanish pronunciation and sounds of the alphabet
that will aid accurate pronunciation and the spelling of simple words.
The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response.
Learning objectives
Children learn:
to say where they live
to ask others where they live
Learning outcomes
Children learn:
to use a set phrase to respond to the question,
for example Vivo en Lincoln
to substitute items in the model phrase to vary
the statement
to take part in a brief prepared task using visual
clues to help them initiate and respond
to show understanding of short wordprocessed
dialogue, made up of familiar language
Includes: Lesson Plan and Activity Sheets
Like this? Check out the full units available on TES or our website
In this section, the children will learn the nouns for members of a family and how to say the date. They will also learn how to describe using colours, to express preferences and to look carefully at some Spanish words for their sound and spelling.
**Topic titles
My family**
The purpose of this topic is for children to identify members of their family, to respond to questions and to write short phrases correctly with support.
**2. Today’s date **
The purpose of this topic is for children to ask and respond correctly to the question ¿Qué día es hoy? It is also to understand and use the numbers 22–31.
3. Colours **
The purpose of this topic is for children to learn vocabulary to describe the colour of items.
** 4. Sounds and spellings
The purpose of this topic is to consolidate and apply the phonetic skills the children have learnt in this
and in other sections by looking specifically at the sounds and spellings of words
Includes:
Medium Term Plans, Lesson Plans and Activity Sheets
Topic 1 and 2 available on TES or on our website.