Introduce the phonics S,A,T,I,P,N with the aim of learning the letter sounds, letter formations and identifying the sounds in words.

An interactive whiteboard resource exploring oral expression. Pupils describe images to a partner, constuct an oral story from key words and describe a diary entry, based on events in a day. These activities should teach pupils to be confident in describing pictures and events and improve their creative storytelling. They should also help pupils to understand the differences between speaking to an audience and speaking to a friend, in descriptive language and reporting.

The first in a series of units which focuses on developing writing skills. This particular unit focuses on creative and descriptive writing as well as giving informal advice. There are a variety of thinking skills tasks which encourage pupils to look at the skill of showing rather than telling and different levels of formality. Each unit also contains an avatar, along with opportunities to discuss and analyse writing.

This lesson explores the use of verbs to add dramatic interest to poems. The activities will encourage pupils to think more carefully about the use of verbs to describe action and should enable them to develop their knowledge of verbs and stimulate them to write more descriptive poems. The whiteboard activities will encourage whole class/group discussion, collaboration and participation. The lesson could be used at the beginning of a unit of work on writing poetry or as an extension lesson at the end of work on verbs.

Whiteboard resource looking at scripts and performance. Based on the story of Frankenstein. Pupils use an interactive theatre to create their own playscript and play. It links with the key stage 2 attainment target 1 structure - oracy. The main links are English AT1: participate in a wide range of drama activities including role play, improvisation and the writing and performance of scripted drama.

These activities have been designed to support the teaching of English at key stage 2. The activities will enable the teacher to: explore the term 'simile,' share similes with the class, and provide exercises on new similes using established models. Within each of the activities further information can be accessed in order to develop pupils' knowledge, support the lesson or for research. Objectives: text level - reading comprehension to understand the use of figurative language in poetry and prose locate use of simile

This fully planned teaching and learning resource has been developed through partnership between ‘The Fourteen Locks Education Through Restoration Project’ and ‘The Newport Writing Squad’. Authors: Tom Maloney Suzanne House Dawn Robertson

This unit focuses on the opening of a suspense story. The children read the opening then identify the different forms of figurative speech that have been used to add effect. Personification, metaphors and similes are explained and examples shown. Children then go on to write the opening of their own suspense story using a picture of haunted house as stimulus.

This activity uses the fairytale genre to describe characters

Learn to write and sequence instructions. This activity aims to encourage pupils to think of the need to carry out certain acts in a certain order. They will have to arrange a series of familiar activities into the correct order and will also get the chance to write their own set of instructions if the teacher deems this appropriate. This pack will address the following objectives: to sequence a set of instructions of a familiar activity to write their own set of instructions to think about the reader when creating their instructions

A resource based around different reading resources which explores the conventions of each text type. These activities are developed primarily as reading resources although there are opportunities to develop written work using these text types as model exemplar. The activities are based on Literacy Strategy text types and they contain key questions which encourage pupils to explore language and write more open responses to reading. These resources could be used to meet Key Skills criteria for Communication (Reading)

Essay writing template.

PowerPoint on identifying initial phonemes

This resource helps develop an overview of the play and analyses Shakespeare’s dramatic and poetic techniques. By the end of this lesson students should have: * read and understood sections of Henry V by William Shakespeare * developed an overview of the play and some of its intentions * analysed Shakespeare’s dramatic and poetic technique through writing and discussion * written an essay in response to the play

The profile is made up of series of checklists. Together, the responses inform the learner’s oracy profile. The profile is intended to give a better understanding of a learner’s difficulties. It includes a range of strategies and resources to help contact staff to adjust or change their style of teaching accordingly. For more materials relating to this resource, please visit the NGfL site, linked below.

This resource pack aims to help pupils to: consider in detail the quality and purpose of what they read extend and enrich their vocabulary through activities focusing on words and their meaning explore, develop and examine ideas write a poem in response to stimuli. The activities have cross curricular links to History – Life in the 20th Century

Various flipcharts looking at different spelling rules. Covers: double consonants, hompophones, i before e, pluralisation and vowe suffixes

The flipcharts may be used in ACTIVstudio2 or ACTIVprimary2. There are 12 flipcharts altogether which follow a similar pattern and highlight the following, ai, ar, au, aw, ay, bb, ce, ch, ck, dd, ea and ee.

An animation shows the spelling of words with long a, e, i, o and u vowel sounds and split digraphs. Pupils are asked to make words using the Wordmaker machine. If the answer is correct the word is spoken and a picture appears. Suitable for older pupils with SEN.

The emphasis of this resource is on working orally, so that pupils can see themselves as owners and understand what the apostrophe, in this context, is communicating. The final activity recaps on the use of the apostrophe to signal a missing letter and provides an entertaining game encouraging pupils to make a distinction between the apostrophes of possession and contraction. Throughout the lesson, the emphasis is on collaborative learning, with pupils comparing their answers and justifying their conclusions.