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

Racing to English Great resources for teaching English as an additional language. Free resource includes :- Set of photo cards and matching words. Picture Dictionary Sheet. Worksheets for oral and written work. If you are looking for a comprehensive English as an Additional language resource then see the full Racing to English resource on LCP’s website. For now, this is a great freebie that we wanted to share. Let us know what you think …

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. 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

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

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

Get the whole book via our TES shop 15 sheets with Answers Alphabet – to put words into alphabetical order. Compound Words – to investigate compound words. Thesaurus – to use a thesaurus to improve my vocabulary. Nouns – to revise word classes – nouns. Nouns – to recognise abstract nouns. Suffixes – to use suffixes: ship, ment, hood, ness. Pronouns – to revise word classes – pronoun. Possessive Pronouns – to use possessive pronouns correctly. Determiners – to explore determiners. Verbs – to revise word classes – verbs. Verbs – to choose the correct form of a verb. Verbs Challenge – to correct past tense verb endings. Prefixes – to use the prefix: re. Adjectives – to revise word classes – adjectives. . Adjectives Challenge – to revise word classes – adjectives Taken from: Grammar and Creativity for Year 4 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

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 Leave a review

Our Literacy Homework Activities for Year 3 provide forty-six challenging and engaging Literacy homework activity sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 3 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 3 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. They include parental guidance and spelling sheets, especially for Year 3 pupils. The Homework Sheets are in Microsoft® Word format and the activities also covers speaking and listening skills.

Get 15 sheets or the whole book via our TES shop 5 sheets with Answers Alphabet – to put words into alphabetical order. Root Words – to extend my vocabulary using root words. Homophones – to investigate homophones. . Noun Phrases – to expand single nouns to noun phrases. Adjectives – to identify adjectives not placed next to a noun. Description – to use descriptive words to create a picture in the reader’s mind. Prefixes – to build words by adding prefixes: tele, circum, bi, trans. Verbs – to revise word classes – verbs. Verbs Challenge – to change the tense of verbs. Prefixes – to add prefixes to verbs: dis, de, over. Suffix Challenge – to change verbs into nouns using suffixes: tion, sion. Suffixes – to change nouns into verbs using suffixes: ate, ise, ify . Prepositions – to identify and use prepositions. Adverbs – to revise word classes – adverbs. Word Class Challenge – to revise word classes – adjectives, adverbs and nouns in similes. Taken from: 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. Leave a review

The titles of the 5 texts include 1 Signs 2 Bubbles 3 Antarctica 4 Facts about bats 5 Using tallying to count 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

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

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

FREE Phonics Resource takes a look at the long E sound. Designed for KS2 children who didn’t quite grasp phonics in KS1 … although perfect for any child who needs phonics help. If you want more, there is an interactive CD (PHONICS to SPELLING by Charlotte Raby) that is filled with excellent phonic activities, games etc. But for now, this a great resource to help instil phonics in a fun and memorable way. Like the resource? Leave us 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

Grammar and Creativity for Year 4 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

Get the all 71 sheets via our TES shop 15 worksheets: Alphabet – to put words into alphabetical order. Dictionary – to understand that a dictionary gives the meaning of words. Word Families – to recognise members of a word family. Thesaurus – to use a thesaurus to find words with similar meanings. Thesaurus – to use a thesaurus to find words with similar meanings. Thesaurus – to use a thesaurus to find words with similar meanings. Adjectives – to identify adjectives. Adjectives – to experiment with adjectives. Adjectives Challenge – to experiment with adjectives. Determiners – to know when to use a and an. Prefixes – to understand what a prefix is and to recognise some common prefixes. Prefix Challenge – to understand what a prefix is and to recognise some common prefixes. Prefixes – to recognise some common prefixes. Prefix Challenge – to identify and use other prefixes. Suffixes – to identify and use the suffixes: ful and less. Suffix – ful Word Search. Taken from: Grammar and Creativity for Year 3 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

Two units from Make Phonics Fun Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil text. The two units are based around the theme of starting school and the weather. Includes fiction/ non-fiction text, vocabularly words and activities based on the texts. Across the different genres, children are introduced through the fiction, non-fiction and poetry texts to a list of key words, enabling them to develop their decoding and blending skills. Real and pseudo words have been chosen to cover the grapheme-phoneme correspondences. Each topic is also supported by photocopiable, labelled picture scenes, providing visual cues for some of the key real and pseudo words to be tested. Care has been taken to ensure that the pictures representing the key pseudo words are of objects and items that are clearly meant to be imaginary. 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