Taken from Unit 1 UKS2 Literacy file. Read chapter 4 ‘The Keeper of the Keys’ from Harry Potter and the Philosopher’s Stone by JK Rowling to the class. Put a plain cover on the book and do not reveal the title. Set the scene by reading a description of ‘the perfect place’ to stay from the penultimate page of chapter 3 beginning (he) ‘was pointing at what looked like a large rock way out to sea…’ .Explain to the children that as you are reading you would like them to the strategy of listening our for key features to help them decide which genre this story could be classed as. What clues are there? Leave a review.

The titles of the 5 texts include 1 Pop-up cards 2 Vote for me! 3 E-mail link 4 Easy pizzas 5 Life in Tudor times 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

Children with a reasonable grasp of Letters and Sounds Phase 5 should be able to access the story in guided reading. It includes a number of words with the following graphemes: ● ‘ee’, ‘ea’, ‘e-e’: sleep, see, three; skebe; beach, eat, real, feast, heat, sea, creature. ● ‘ai’, ‘ay’, ‘a-e’: again; away; late, cave, chase, late, made, babe. There are also a number of words using ‘ou’, ‘ow’ (down) and ‘igh’, ‘i-e’. Taken from Make Phonics Fun: Summer. 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. Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil texts – including original stories, fascinating non-fiction and quality poetry. There are two photocopiable activity sheets for each topic, providing a range of fun things to do – from reading games which involve listening for specific phonemes, to sequencing activities and track games providing sounding out and blending practice At the heart of each topic within this book is a carefully selected list of 40 real and pseudo words (20 words for Section 1 and 20 words for Section 2), building a word bank, from topic to topic and term to term, that will cover the broad range of grapheme-phoneme correspondences that the children should be familiar with by the time they approach the end of Year 1 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

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 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

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

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

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

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. Ideally children should complete a Fun Friendly Phonics assessment at least once every term. 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 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 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- Story, assessment guidance and assessment grid Leave a review

This is the full book : Grammar and Creativity for Year 3 It includes 71 worksheets with answers. Blurb: 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. The guide comprises three main sections: word, sentence (including punctuation) and text. This guide is organised in an incremental way, earlier tasks acting as the foundation for later ones. Step by step, each exercise follows on from previous or earlier work. In this way, both the child and their teacher will develop a sense of the progress being made. At any particular age, of course, children will be working at different levels and may need either more fundamental or more challenging work set for them. Leave a review

Alternatively, get all 71 sheets from our TES shop 15 sheets with Answers Nouns – to understand the difference between common and proper nouns. Nouns – to identify collective nouns. Noun Challenge – to identify abstract nouns. Noun – to work with singular and plural nouns. Nouns – to investigate how nouns are part of word families. Noun Phrases – to expand nouns into noun phrases. Pronouns – to use personal pronouns correctly as subject and object. Verbs – to recognise the infinitive of a verb. Verbs Challenge – to ensure that the subject of a sentence and the verb agree. Verbs – to use auxiliary verbs correctly. Verbs Challenge – to explore the subtle changes in meaning when using modal verbs. Verbs Challenge – to change verbs from one tense to another. Adjectives – to revise adjectives. Adjectives Challenge – to explore synonyms and antonyms of adjectives. Adverbs – to revise adverbs of manner. Taken from: Grammar and Creativity for Year 6 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

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. The guide is organised in an incremental way, later tasks being built on earlier ones. Step by step, each exercise calls upon skills and terminology already explored. In this way, both the child and their teacher will develop a sense of the progress being made. At any particular age, of course, children will be working at different levels and may need either more fundamental or more challenging work set for them The guide has three main sections: word, sentence (including punctuation) and text. Each section has an introductory page which can be enlarged to create an explanatory poster for display purposes. At the end, there is a glossary explaining the terminology used in the book, as well as an answer section. Leave a review

It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills. This resource contains 3 units of work. Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1. The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it. Leave a review

It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills. Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1. The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it. Unit 1 available free on our both our website and TES shop. Leave a review

This sample provides a week of Phonics Planning for Phase 3 from LCP's full Phonics Planning 2 Teaching Resource. </br> It has a table detailing how to teach the relevant material and supplementary sheets for conducting activities. Gives a feel for tried and tested Phonics Planning methods.

Aim To help children recognise and appreciate the meaning of the word ‘rule’ Length: 25-30 minutes Learning outcomes Children should be taught: • to take part in discussions with one other person and the whole class; • to agree and follow rules for their group and classroom, and understand how rules help them. Resources • A large space to sit in a circle • Small whiteboards or number fans • A story about different animals, either published or created by the teacher. Leave us a review.