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.
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The titles of the 5 texts include
1 Numbers
2 Owls
3 Running
4 Boats through history
5 Maps
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
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The titles of the 5 texts include
1 Venus flytrap
2 Fabulous photos
3 Is there life on Mars?
4 Scouts
5 Skateboarding
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
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The titles of the 5 texts include
1.The Möbius strip
2. Squash
3. Chinese
4. New Year
5. Cricket
6. Message
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
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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
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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
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Taken from our Literacy Upper KS2 Resource file
Includes lesson plans and resources
Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story.
Lesson 2: One powerful legend, two stories
LO: To be able to compare different versions of a legend.
Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas
Lesson 4 Capturing the moment
LO: To act out scenes from stories and to describe them in precise sentences.
There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative.
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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
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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
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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.
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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.
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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.
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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.
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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.
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Includes all stories
An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child.
Covering:
Speaking and listening
● Help the children to draw a
storyboard or story map to support
a retelling of the story.
● Provide fabrics, blocks and smallworld resources to create a threedimensional story map.
● Use role play to tell the story from
one point of view. To explore ideas
for this, use drama techniques,
such as ‘hot-seating’.
● Act out either the monster version
of the story or the traditional
version, using voices for the
characters.
Guided and shared reading:
● Use the story as a shared text.
Support the children as they read
words which contain alternative
spellings for phonemes (see table,
below).
● Compare and contrast this
version with a traditional version of
Red Riding Hood (see ‘Resources’,
page 91).
● Traditional tales are some of the
easiest texts to use when asking
young children Assessment
Focus 7 questions (Relate texts
to social, cultural and historical
contexts and literary traditions) as
it is relatively easy to find simple
retellings that the children can
read independently. For example,
you could ask:
● How did you know that the
boy would do something
bad?
● Did anything surprise you in
this retelling of the story?
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.
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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.
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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.
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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.
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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
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