14 weeks of short term plans Great for cutting and pasting into your own personal school timetable. I’ve included a sample week in the visible upload. The zip contains the lot. sample year 2. Register Activity Chn finish work from Meet Your New Teacher day. 9am: Input: Welcome the children to their first day of year 2! Talk about how we were feeling before coming into school, did we get very much sleep last night? Share with the children how you were feeling too! Introduce the chn to the text of the week: First day jitters by Julia Danneberg. Read the story together and discuss the twist at the end. (Ask questions throughout) T focus for morning: x2 groups of 6 L.O. To use features of a non-chronological report W.I.L.F I can… Include a heading Use subheadings to organize my writing Talk about the difference between facts and fiction (All about me) Chn create a 3D profile, including a self-portrait drawing of their head, to be used for display. Chn complete section boxes all about their family, friends, hobbies etc. Cut out the sections and arrange them inside the folded top. Put together the body parts on colored backing card, ready for the head to be attached later. Label with name sticker. 9am: Input: Quickly recap the story for this week and remind ourselves of the main character, how she was feeling and why? Introduce class bear, explain that he was also feeling very nervous about meeting new chn and starting year 2. Display a page from (bear’s) diary, ask the chn to highlight the adjectives they can see. (perform an action when they hear an adjective word) T to highlight them in a colour as they read. Explain the independent challenge is to match up the adjective words to the different emotion cards. T focus for morning: x2 groups of 6 L.O. To use adjectives W.I.L.F I can… Use capital letters and full stops Use first person Use commas between adjectives Check my sentences make sense (Writing it in the present tense) Chn to write a short diary entry about how they were feeling the night before they came back to school, include adjectives to describe how you were feeling. *Have Monday’s 3D profiles out on a table to finish off. TA focus for first thing: To assess SPP chn against current targets, make notes and set up folders for works to begin.

Three notebooks. Two weeks of plans. Some worksheets. Nouns ending in a consonant and y (e.g. party, army) change y to i and add es. Nouns ending with a vowel and y (e.g. day, boy) just add s. Whole Class Shared Reading - Mister Monday Read Chapters 1 - 3 S & L opportunity Pupils will discuss what a fantasy setting is. Most will have seen or read Harry Potter for example. The theme for lots of them is that the central character enters another world but lives in a world we can all relate to. Pupils to give their opinion. What do they think is going to happen? How do they feel about the characters Irregular plurals: goose, man, mouse, woman, tooth, child, person, foot test understanding of different endings during morning work Read chapter 4 WALT: know how an author creates mood and atmosphere. Pupils will focus on a passage of text that creates mood and atmosphere. What does the author do to build tension? How does he make us empathize with the character and be interested enough to want him to be safe. CT to work with MA to encourage deep thinking about language and sentence structure

Planning for this interesting book. sample Show chn the front cover of The Hodgeheg and say that we will be working on this book. Read blurb on back then ask chn what type of story they think this is? Establish that it is a Quest or Adventure story with a problem, journey and resolution. Ask chn what else the blurb tells us and note their ideas for Working Display notes. (E.g. the main character is Max who is a hedgehog, he has a family and he wants to cross the road…). Explain that today we are going to be Sentence Detectives as we read the story. We are looking for sentences which have adverbs in them. Revise the fact that an adverb modifies a verb, telling us how something was done: She went happily to see her granny. Develop this to talk about fronted adverbials, phrases at the start of a sentence which act like an adverb, telling us how, where or when something is done or happened, e.g. In total silence, the girls tiptoed along the corridor. Comprehension 1/ Grammar 1 Display extract from Hodgeheg (see resources). Read it out loud together. Briefly revise the rules for writing dialogue: (1) Speech marks around direct speech; (2) new speaker = new line; (3) Punctuation (question marks, exclamation marks, commas, full stops) that goes within the speech marks. Point out that if the dialogue finishes but it’s not the end of a sentence, then a comma goes at the end of the dialogue within the speech marks. See resources for marked up example. Then make-up physical signs for each type of punctuation, e.g. speech marks = hands held up, 2 fingers on each hand bent; comma = one finger drawing it in the air; full stop = pointing gesture, etc. Draw a map of the passage together, (look at the example map resource to guide you). Ask chn for suggestions for each element. Spoken language 1

Gathered together some great ideas for guided reading and Independent reading. Flexible for all years. Get them doing tasks whilst you help different groups. example : During guided reading your teacher and teaching assistant(s) will be listening to different groups read, and work with children to improve reading and comprehension skills. There will often be one or 2 groups that will work independently. This sheet has lots of activities for you to complete if you are working on your own for the lesson. You can do the activities in any order, but you will need to tick them off and fill in the dates when you worked on the activities so your teacher can check them. You will need to keep your sheets in your folder – make sure you number your work with the activity number too! For most of the activities you will need either your current reading book, one you have read recently, or one you know quite well. Write a letter as a character in your book to either another character in your book, a new invented character or a real-life character. Write a letter from yourself to a character in your book. Write a letter to the author of your book – you could say what you like or dislike about the book, or give ideas for what else you would like included in the book. Have a go at drawing a map of one of the places in the story. See how much you can include and how much detail you can add. Pretend you are a travel agent and want people to visit the place in the story. Write a paragraph on what you would tell others. Re-tell an event from the story from another characters point of view. For example, if Jenny is visiting a haunted castle with her wimpy brother Joe, can you change it from Jenny’s point of view to Joe’s? Re-tell an event from the story as if you are a newspaper reporter and you are writing a newspaper article. Imagine you could interview a character in your story – what would you ask them? What would their replies be? Write your interview with your character. Set it out so you use 2 different colours for your questions and your character’s answers. Write the diary entry (or several) for a character in your story after something interesting has happened. Have a go at writing a second diary entry for a different character. Have a go at continuing the story after the end of the book. What might happen next?

15 Powerpoints that you can have on the board as your class enters. Nice easy start to the day. Easily adaptable. Nice bits of Math and English.

480 page pdf. Lots of little ideas for lessons. Saves a load of planning. sample : Listen to stories with increasing attention and recall. [L&A] Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Read and understand simple sentences. [R] Remind chn about traditional tales: these were not written in books, they were TOLD. People remembered them and parents told them to their chn. Show/tell chn the story of The Gingerbread Man (see resources). Encourage chn to join in with repeating line, ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ At the end of the story, write these sentences on f/c and then read them through together, matching words pointed to and said. Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Use language to imagine and recreate roles and experiences in play situations. [S] Express themselves effectively, showing awareness of listeners’ needs. [S] Have pictures of the characters in The Gingerbread Man (see resources). Choose diff chn to be the diff characters in the story as you act it out from start to finish. Note 3 stages of the story: Start: Mum makes gingerbread man & he runs away Middle: Mum/dad/cow/horse chase gingerbread man to river End: Fox carries gingerbread man over river and tricks him! Remind chn of the repeating phrase ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ Use this phrase as you act out the story.

Planning from an academy. Spread over the three terms. Lots of planning. Worksheets. Powerpoints. Mainly English and Maths. Zip has the lot. ive included plenty in the general download to give you an idea of content. sample : Explore children’s understanding of the term angle and record on working wall. Where have they seen angles? What do angles look like? What are they measured in? Following knowledge harvest, explain that this term will focus on measuring, drawing, classifying angles. Ensure children can identify the key features of a protractor. Use enlarged version and annotate key features on WW. Ensure that the children can explain angle types and their properties. This will be useful when checking measurements. Explore strategies for measuring angles using enlarged models and enlarged protractor. Have the children measure angles to the nearest 10, 5 and degree. Identify difficulties when alignment is inaccurate. Model the use of known angle types to check accuracy of measurement. Discuss with pupils what they now know about the structure and style of a haiku poem. Model for pupils a haiku poem based upon the topic of water (links to Rivers topic, Finding Nemo setting and this week’s setting work) Then re write after making changes. Pupils to share their completed work Steps to Success Mild- to record ideas for a Haiku poem about water Spicy- present poem in the form of a Haiku Hot- to read over my own work and propose changes to grammar and vocabulary, spelling and punctuation ( CAGS 3 / 4) Extra Hot- selecting appropriate grammar and vocabulary and understand how such choices can change and enhance meaning. ( CAG 5/6)

Gathered up my pland for year 5 from a great academy school. Mainly English and maths. sample: To use multiplication methods to multiply TU × U or HTU × U. On the board have a question: 76 x 4=? On their whiteboard ask the children to solve this. If they don’t know this then they don’t need to worry as I will be teaching them. Highers do 675 x 3=? On the progress board tally how many can do this. Teach them how to use the multiplication method. They follow in their yellow books. To use written methods to divide whole numbers. Ask the children who can divide 87 by 3? Highers do 87 by 4? Fill in the progress chart. Show them the chunking method. Hayley takes SEN out to show them how to use the number line to divide. Children follow in their yellow rough books. If the children understand it they carry on independently. Those that don’t sit there and follow until they understand. Targets. Ask the children who thinks they can achieve their targets now at the beginning of the lesson? Ask those who can’t remember them to look now in the front of their book. To know the key features of arguing a point of view. Link the reading with the work the group has been doing for the last two weeks. Introduction _ Explain that this week the group will be looking at another context for persuasive writing – presenting an argument in a letter. _ Discuss what the children have found out about persuasive texts. _ Read children their target for the week: ‘I am learning to organise my writing to present information clearly.’ Today they are going to see how one writer has done this. _ Explain that when reading ‘What a rip off’ you want the group to think about two things: (1) how the argument is structured, and (2) the language features. Read What a Rip Off.

nice easy lesson. sample: TTYP – why do authors use descriptive vocabulary? Take feedback and jot down ideas for the working wall – elicit the idea that, as a writer, it is our job to create an image in the reader’s mind. Show the part of ‘Matilda’ where the main character approaches Crunchem Hall for the first time. 22 min 30 to 24 min 30. Take part in ‘Book Talk’ on this visual text: How did we feel about Matilda when we watched her walk into the school under the arch? How did we feel about the school buildings and environment? What impressions have we made about Miss Trunchbull? How were we made to feel like that? How did the director manipulate our emotions? Show the ‘Likes, dislikes, patterns and puzzles’ board and explain the task . Task 1 11am-11.10am Engaging with the visual text. A – Australia group (Level 3a/4c): Children to fill in an individual ‘like/dislikes’ board. Children to focus particularly on the ‘patterns and puzzles’ sections. Working independently. Extension task – children to annotate a still from the film with adjectives to describe the setting. BA – Brazil group (Level 3b/c): Miss Greenwood to support and extend. Children to fill in an individual ‘like/dislikes’ board. SEN/BA – Mexico group (Level 2): Working with Miss Noble on a guided like/dislikes board. Extending children to talking about the atmosphere. Main Teaching 2 10 minutes (11.10am – 11.20am) Share some ideas from the task and explain that now we are fully immersed in the text, we are going to start to transfer the clip into a written text. TTYP – what does ‘atmosphere’ mean? Talk and agree that it means: a feeling or mood created by a particular place. I am going to attempt to describe the setting AND the atmosphere to the reader. I am going to write in third person and past tense. Elicit the use of the senses for a setting description. Model write with reference to s/c and sentence trick cards.

108 cloze exercises on Aesop’s Fables. Great for Literacy lessons. Gives lower ability pupils confidence. The Cloze worksheet is a standard exercise for improving students’ understanding of word context. The student then fills in the words on the worksheet based on an understanding of the sentence and the list of potential words removed from the text. The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Spring term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Myths and Legends, Poetry (language play) 9 weeks worth Numeracy planning 11 weeks worth Creative curriculum (a bit) RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) Nocturnal Animals (a bit) You get 75 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Autumn term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Stories with a familiar setting 3 weeks , Instruction 3 weeks, Reports 3 weeks, Sentence structure recap 3 weeks, shape poetry 2 weeks Numeracy planning 13 weeks worth Creative curriculum (a bit) Tudors, Heroes RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) Pirate Day Planning You get 75 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.