What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 5 Letters and Sounds. Unlike the Phase 2 and Phase 3–4 Fun Friendly Phonics assessments this Phase 5 assessment includes elements of the preceding phases to ensure that children have a good overall awareness of the phonetic code and have not forgotten any prior learning. Therefore, within this assessment children will be expected to write tricky words, polysyllabic words and words containing Phase 3 graphemes. Who? This assessment is designed for use with children who are being taught Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate. Includes- Instructions, story, and assessment guidance Leave a review

What? This assessment has been devised to assess children’s ability to segment words and begin to spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 2 Letters and Sounds. Who? This assessment is designed for use with children who are working within Phase 2 Letters and Sounds. Children working at this level should be able to say the sound when shown the majority of letters of the alphabet and be able to say the sounds they can hear in simple words in the correct order. They will be beginning to write some letters correctly and in sequence in their independent writing. When? These assessments are to be used at the end of Phase 2 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Includes- Story, assessment guidance and instructions Leave a review

What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phases 3 and 4 of Letters and Sounds. Who? This assessment is designed for use with children who are being taught Phase 3 or 4 Letters and Sounds. Children working at this level should be able to write simple words such as ‘cat’ and ‘mat’ confidently and will be using digraphs and trigraphs, such as ‘ch’ and ‘igh’ with some accuracy in their independent writing. When? These assessments are to be used at the end of Phases 3 and 4 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Leave a review

Introduction Phonics has been brought to the fore following the Government’s introduction of the Year 1 Phonics Screening Check in July 2012. There is now a wealth of material on the market to help assess children’s development with regard to blending for reading. However, until now, there were very limited supplementary materials available that supported teachers in monitoring children’s attainment and progress regarding segmenting for spelling. The Fun Friendly Phonics – Assessing Segmenting for Spelling series has been designed as an assessment tool, which can be used to accurately identify gaps in children’s segmenting for spelling skills in an engaging and child friendly way. This product has been extensively tested in one of the largest primary schools in the country. It has proved to be an invaluable resource which can be used to inform future planning and delivery of phonics sessions to help ensure that all learners make outstanding progress. The easy to use assessment grids assure progress can be easily monitored, helping to identify those children who may need extra support. Additionally, for school or subject leaders, the assessments can be used as a monitoring tool to help evaluate the effectiveness of the teaching of phonics in their setting. These assessments are: • Unique • Child friendly and engaging • Easy to administer • Essential in highlighting gaps in children’s phonics learning • Closely linked to the Government’s Letters and Sounds document • Designed to work alongside and compliment LCP’s daily phonics planning. We hope you enjoy using them! Leave a review

Topic Food includes: Teacher’s notes Non-fiction: Sea Trolls’ Spiced Snaug Stew Story: Anansi and the turtle Poetry: Food by Tony Bradman Picture scene (real words): Anansi and the turtle Picture scene (pseudo words): Things you need to make Trolls’ Spiced Snaug Stew Activity sheet 1: The yam race Activity sheet 2: Monster meals Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

The topic Colour includes: Teacher’s notes Non-fiction: Ask the experts Story: Making rainbows Picture scene (real words): Making rainbows Picture scene (pseudo words): Rainbow wings Activity sheet 1: Colour 6 Activity sheet 2: Can you read a rainbow? Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

Topic Spring includes: Teacher’s note Non-fiction: Woodland trolls Non-fiction: Woodlands plants in spring Poetry: In the air by Moira Andrew/Spring song by Kevin McCann Picture scene (pseudo words): Spring harvest . Picture scene (real words): Woodland Scene Activity sheet 1: Spring treasure hunt Activity sheet 2: Spring harvest Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

An introductory programme for children not yet ready to embark on the Renewed Literacy Framework Week 1- To recognise and write letters ‘s a t p i n e’ • To read first 23 High Frequency Words • To sound out and write VC and CVC words • To read and write a simple sentence SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters. SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum. How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6. What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet. Leave a review

An introductory programme for children not yet ready to embark on the Renewed Literacy Framework Week2- To recognise and write letters ‘h m d g c o’ • To read and spell first 23 High Frequency Words • To recognise sounds at the beginning of words • To read and write a sentence using some HF words SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters. SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum. How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6. What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet. Leave a review

Taken from our Upper Keystage 2 Literacy Resource File Includes all lessons and resources Lesson 1: Inside a story- LO: To identify a point of view Lesson 2: 2 Ways into a story- LO: To identify how different stories are opened. Lesson 3: Colin Thompson’s stories and characters- LO:Identify the main parts of a story and to create a character profile Lesson 4:Tell me a story- LO:To experiment with writing in different styles. Lesson 5: Comparing story openings by Michael Morpurgo- LO:Compare the openings of two stories by the same author and comment on what makes an effective opening. Lesson 6 : Does Tomas Believe in Unicorns- LO:To explore characterisation through drama. Lesson 7:Tomas and the librarian- LO: To use empathy to explore the character of Tomas About this unit There are six units on fiction in this file for years 5 and 6. The second unit focuses on the work of modern authors of children’s fiction. We have chosen to focus on Colin Thompson and Michael Morpurgo, but it is possible to repeat some of the activities using books by other authors with whom the children may be familiar, such as Roald Dahl and David Walliams. The children will examine the story structures and aspects of each author’s style and will have opportunities to write short stories of their own. They will be encouraged to explore various characters and situations through role play and will work towards writing and staging their own short plays. They will develop the habit of keeping a reading journal (on paper or screen) as a way of supporting and extending reading. The Michael Morpurgo lessons are more challenging and you may wish to use them later in Upper KS2 than those on Colin Thompson’s books. The unit focuses on Books by Colin Thompson, for example The Paradise Garden, The Paperbag Prince, Falling Angels, Sid the Mosquito and other wild stories and I Believe in Unicorns and Why the Whales Came by Michael Morpurgo. Leave a review

Taken from our Year 1 Literacy Resources File Includes lesson plans and differentiated resources 1- The Enormous Turnip LO: Listen to the story on tape and recall the events in order. • Understand about traditional stories and the oral tradition. • Contribute to dramatisation of the story 2- The Enormous Turnip LO:To be able to distinguish similarities and differences in different versions of the story. • To be able to suggest phrases and sentences to retell the story 3 The Anansi stories LO: To discuss the appearance, behaviour, characteristics and goals of characters. • To take part in acting scenes from the story in character, using expression and a clear voice 4 Anansi and boastful bullfrog LO: To be able to discuss the appearance, behaviour, characteristics and goals of a character. • To be able to write two or more sentences about Anansi 5 The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. 6 The Gingerbread Man – audio version LO: To discuss different versions of the same story. • To discuss differences between audio and written versions of a story. 7 The Gingerbread Man – the play LO: To recognise differences between playscripts and story texts and the reasons for them. • To read a playscript with appropriate expression 8 The Gingerbread Man – my story • To be able to plan a story. • To be able to write some sentences independently, using story language and phonic strategies This Unit covers ‘Traditional and fairy stories’. Before you start the lessons below, it is suggested you take 15–30 minutes each day for four or five days to read other traditional stories, including some from different cultures, to enrich the children’s experience of the genre. You could conclude these stories by asking some of the following questions: Who was the story about? Where did it take place? How did it start? What happened in the middle of the story? How did it end? What do you think the most important event was? You should also set out a display of appropriate books and tapes that the children may look at, listen to, read to themselves or borrow to share at home. Leave a review

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. Leave a review

5 lessons with resources This non-fiction unit focuses on reading, writing, and giving oral instructions. There is emphasis on creating concise, precise instructions and on using the imperative form of verbs. This unit has close links to Fiction Unit 5 and uses the text and characters from Treasure Island as the basis for the lessons. 1 Long John Silver says… • To be able to follow instructions and to understand that instructions must be clear and precise. It is imperative that you Understand… • To define and use imperative verbs 3.Battleships• To write clear instructions and to recognise imperative verbs Buried treasure • To write clear instructions. 5 Treasure Island • To gather information and write clear instructions. • To write extended instructions. Leave a review

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. Leave a review

Taken from our Year 2 Literacy Resource File The focus is on following and producing explanatory texts. This unit is closely linked to the curriculum area of science and life cycles of plants. Children begin with an investigation into the seeds of various plants. This is followed by a reading phase about the life cycles of some of these plants. The children then link the texts with the appropriate diagrams and pull out some of the key language to help them make a glossary and understand how to write explanatory texts. Children are given the opportunity to look at more examples of explanatory texts before they begin the investigative study which they will finally write about. In groups, children follow instructions to grow potatoes. At each stage they are encouraged to observe and record the process and the results. They are encouraged to keep a diary of the investigation and to evaluate their own work as they go. At the end of the investigation, they are asked to review the process and finally to produce a presentation about the life cycle of the potato 1 What is it? • To promote interest in the topic. • To follow the stages in an explanatory text about the life cycle of a plant. • To understand what a glossary is. 2 Explanation language and features • To focus on the form and organisational features of explanatory texts. • To widen the concept of what topics explanatory texts deal with. 3 Let’s grow potatoes • To initiate an ongoing investigative study in order to develop and produce an explanatory text. • To read, understand and follow instructions. 4 Our potatoes• To conclude an ongoing investigative study in order to develop and produce an explanatory text. • To work collaboratively to produce a paragraph describing the end result of an investigation. • To share information 5 Presentations• To produce an explanatory text/ presentation. • To produce a suitable visual explanation of a process. • To use labels as an aid to visuals. Leave a review

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. Leave a review

Taken from our Year 2 Literacy Resource File Lessons include 1 The Boy Who Cried Wolf • To listen and respond to the story, considering whether the action is funny or serious. • To consider story themes and morals. • To write simple and compound sentences in relation to reason 2 Predicting the ending • To read with fluency, drawing on word recognition. • To predict the story ending. 3 Role-playing the villagers • To read with fluency, drawing on word recognition. • To predict the story ending/next incident. • To present parts of stories using drama 4 The boy’s perspective • To use drama to prepare for writing. • To identify characters. • To write an ending of the story. 5 The Three Billy Goats Gruff • To consider story themes and morals. • To empathise with characters. • To write simple and compound sentences 6 Role-playing the Three Billy Goats Gruff • To prepare and retell stories. • To present the story through drama. 7–8 Retelling the story • To retell stories using pictures as prompts. • To write using simple and compound sentences, and direct speech. This unit covers four weeks and focuses on traditional stories. The unit has two alternative outcomes. Children read and compare traditional stories and then work towards their own written version of a traditional narrative. They could also create a digital text combining words, images and sounds using presentation software Leave a review

6 lessons includes plans and resources The children will be encouraged to use reading journals to record their thoughts, predictions, questions and notes. To widen their experience they will be given opportunities to read extracts aloud and to watch excerpts from television or film adaptations. They will explore the relationships between characters and the language and techniques used to present these relationships and develop the plot. The children will work in pairs or groups, as well as a whole class and will discuss the techniques they use to help them understand the text, such as prediction, empathy and visualisation, using a story mountain. Finally, they will be supported in writing in the style of the author to rewrite a chapter or write a new one. These lessons use Treasure Island by Robert Louis Stevenson (1850-94) as the focus text. It will be helpful to have begun reading it as a class before starting this unit and to have finished it before the third lesson. This will enable children to delve more deeply into the plot, characterisation, language and structure. 1 Treasure!• To use technical vocabulary to talk about pirates Notes on ‘the old sea dog’ • To draw picture notes of the main parts of the story 3.Long John Silver • To study dialogue between main characters to recognise how character can affect their behaviour. The book versus the film• To compare film and print versions of the same scene 5 Mapping the story • To outline key events in a story’s structure A missing chapter • To continue a story in the style of the author Leave a review

Taken from our Year 2 Literacy Resource file. The unit, Instructions, builds on work done in Year 1 and has three phases, with oral and written outcomes and assessment opportunities at regular intervals. The focus is on following and giving instructions. Children begin with an oral phase, followed by a recognising, reading and following phase, and finally progressing to the written production phase. Within this context, children begin to explore the key structural features of instructions and learn to select the appropriate register and style necessary for instructions. This unit uses many curriculum areas in order to give children as much variety as possible in the instructions they read, follow and compose. Lesson 1 Listen and move • To be able to listen to and follow oral instructions. • To recognise an instruction because of its language style. • To be able to give oral instructions telling someone how to move Photo tableaux • To listen to, follow and give oral instructions explaining how to position one’s body. • To be able to look at a photo of a person and work out how to make another person recreate the same pose. 3 Let’s make a smoothie! • To follow instructions successfully to make a smoothie. • To identify the structure of an instructional text – in this case, a recipe. • To read and match instructions with pictures. 4 Mum’s birthday cake • To consolidate the text structure. • To practise reading and understanding a text which describes a process 5 Writing instructions for making things with paper • Recognise adjectives and nouns. • Be able to write numbered instructions. • Be able to extract a set of instructions from a report text. 6 Instructional texts • To recognise instructional texts from the language, topic and layout. • To complete a chart with information about an instructional text 7 How do I get there? • To use directions as a form of instruction. • To write and follow directions. 8 Looking at language • To use directions in order to focus on written presentation, specifically spelling, collocations and punctuation. Leave a review

Taken from Year 2 Literacy Resource File This unit is closely linked to the curriculum areas of natural science, geography and history. The children begin by learning and practising skimming, scanning and gist-reading skills using a variety of texts. They then focus on a main topic (the life of a famous person) and practise close reading and note-taking. This leads them on to posing questions about the life and times of the person: in this case, Pocahontas. They then carry out the necessary research to answer their questions and, finally, compose a collaborative information text on the topic. This text is divided into chapters with sub-headings, and also incorporates images. The children will build on work in Unit 2 by producing a glossary to go with their information text 1 A review of information texts • To review and assess prior knowledge of information texts. • To talk about what information a specific text contains 2 Skimming• To focus on the form and organisational features of information texts. • To use skim-reading to read for gist and to evaluate the usefulness of a text. • To review question forms. • To identify and describe the uses of different parts of an information text. 3 Scanning• To develop scanning skills when reading non-fiction information texts. • To find key words in a text. • To match subheadings to sections of a text. 4 Pocahontas • To research and write an information text based on an historical topic. • To practise notetaking and close reading of a text. • To navigate an online text. • To use an online glossary. • To use notes to answer questions about the text. • To understand a text about a famous person. 5 Selecting information • To research a specific topic area and collate information in order to collaboratively compose an information text. • To pose questions. • To record the information using an appropriate method 6 Writing an information text • To use research in order to put together an information text. • To maintain purpose, narrative tense and information text features in composition. • To use images to aid written text. Leave a review