This brand new booklet has been created to provide a bank of ideas to support teachers in developing ideas for responding to texts in reading. The ideas can be used within the reading phase of an English unit and in guided reading sessions. Each section includes an overview of approaches with scaffolds and prompts that can be adapted and modified to suit the learning being developed across a range of year groups.

The Push Pack has been designed for Year 6 teachers in order to create an independent evidence base, in conjunction with other work, to support making judgements against the Teacher Assessment Framework for Writing at the end of Key Stage 2 (TAF). This 6-7 week detailed sequence of work revisits a range of reading and writing key skills using a quality text (The 1,000 Year Old Boy by Ross Welford) and supporting link texts. It assumes that children will have already been taught the key skills throughout the Key Stage and this unit provides the opportunity to review and apply skills within a motivating and engaging context. A reading and writing overview has been provided with key skills listed. This highlights the key skills which have been identified for each outcome. However, teachers may decide to supplement sessions / activities with additional skills pertinent to the needs of their class. The Push Pack comprises of two main units: an integrated fiction and non-fiction unit and a separate poetry unit. In addition to the final independent written outcomes referenced above, each sequence embeds a balance of modelled and independent writing opportunities. Opportunities for aiming towards the higher standard in writing are also included.

This 4-5 week ‘last push pack’ based on Aladdin, facilitates a range of reading and writing opportunities linked to the STA Key Stage 1 Teacher Assessment Framework. Using a quality text and supporting film material, this motivating and engaging unit incorporates narrative, non-fiction and poetry, equipping teachers with a complete unit of work to enhance quality outcomes and aid transition into Key Stage 2. A reading and writing skills overview is provided within the unit, together with daily lesson plans. A balance of modelled and independent writing opportunities are also included throughout the sequence. Whilst reference is made to numerous texts, the key text shared throughout the unit is Animated Classics Disney Aladdin (text adapted by Lily Murray) 2019.

Fast Forward Grammar 2 replaces the original Fast Forward Grammar 1 publication developed by a group of leading teachers. It has been developed to prepare pupils for the higher expectations in the revised National Curriculum and to support them to achieve successfully in the Grammar and Punctuation test at the end of Year 6. This resource is a fourteen week programme of three sessions per week focusing upon sentence structure, word classes and grammatical terminology.

This half termly publication consists of a thematic unit incorporating poetry, narrative and non-fiction. This unit can be adapted for the skills taught in either Year 1 or Year 2. For this reason, Key Learning has been referenced from both year groups.

This publication consists of a 4-6 week fiction unit based on the novel ‘The One Hundred and One Dalmatians’ by Dodie Smith. This unit can be adapted to the skills taught in either Year 3 or Year 4, or in a mixed Year 3/4 class. For this reason, Key Learning has been referenced from both year groups.

Fast Forward Spelling has been developed to prepare pupils for the higher expectations in the current National Curriculum and to support them to achieve successfully in both papers of the Grammar, Punctuation and Spelling test at the end of Year 6. This intervention has been designed to address any gaps in learning. Fast Forward Spelling is a twelve week programme with daily sessions planned for each week. It focuses on: Spelling rules and conventions Teaching approaches Independent practice.

The Red Rose Letters and Sounds Learning and Progression Steps for Reading in Reception Group Grids are designed to support progression, planning and assessment for the teaching of reading in the Reception year. They outline the Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme corrsepondences, tricky words and high frequency words, alongside comprehension development. The comprehension statements have been derived from the Early Years Foundation Stage Stautory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading using Red Rose Letters and Sounds Progression, across Reception towards the Early Learning Goals.

The Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the phonic progression application for word reading, tricky words and high frequency words, alongside comprehension development. Insert the specific phonic progression, tricky words and high frequency words for your systematic, synthetic programme alongside each Learning and Progression Step. The comprehensive statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading across Reception towards the Early Learning Goals. These grids can be used alongside any systematic, synthetic phonic programme.

This planning programme has evolved from Letters and Sounds 2007 and is underpinned by extensive research in CLL with a key focus on Phonological Awareness and the foundations of literacy. It has been developed by literacy experts at LPDS and piloted by effective classroom practitioners across a range of settings. The intent is to provide a rigorous and thorough planning programme in order to strengthen the teaching and learning of Phase 1 Phonological Awareness. It will ensure that children become successful communicators, paving the way for them to make a good start on their reading and writing journey. The programme includes: a carefully planned clear skill progression embedding the continuum of phonological awareness a planning framework exemplifying the seven aspects of phonological awareness: Environmental Sounds, Instrumental Sounds, Body Percussion, Rhythm and Rhyme, Alliteration, Voice Sounds, Oral Blending and Segmenting. These have been written in teaching blocks, with a focus on the three strands: Tuning into Sounds, Listening and Remembering Sounds, Talking about Sounds. comprehensive sections of learning following revisit / review, teach, practise, apply a skills tracker for coverage and assessment maximum exposure to quality texts, songs, rhymes and poems direct teaching and promotion of speaking, listening and attention skills explicit teaching of new vocabulary which is activated and reviewed opportunities to develop, enhance and enliven provision, and strengthen quality interactions links to all Areas of Learning within the Early Years Foundation Stage Framework. Suitable for EYFS settings prior to starting any systematic, synthetic phonics programme which begins at Phase 2 or equivalent. It can be used within nursery, with Reception children where needed, for children with SEND or as an intervention.

The Red Rose Letters and Sounds Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme correspondences, tricky words and high frequency words, alongside comprehension development. The comprehension statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading.

This publication consists of a 6 week fiction unit, incorporating a range of modelled and independent writing opportunities, based on the novel ‘Goodnight Mister Tom’ by Michelle Magorian. The unit can be adapted to the skills taught in either Year 5 or Year 6, or in a mixed Year 5/6 class. For this reason, Key Learning has been reflected from both year groups.

This is to allow you to purchase all six publications in one click, instead of adding them individually to the shopping cart. This publication includes: Reception into Year 1 - Harry the Happy Mouse Year 1 into Year 2 – The Way Home for Wolf Year 2 into Year 3 – A Bear Called Paddington Year 3 into Year 4 – Loch Ness Monster Year 4 into Year 5 – The Lion, the Witch and the Wardrobe Year 5 into Year 6 – The Nowhere Emporium For the full descriptions please see the individual publications.

Themed around magic, mystery and much more, both the narrative and non-fiction units within this publication, interweave reading and writing skills from Year 5 and Year 6. Children will be taken on a magical journey whilst reading Ross MacKenzie’s award-winning The Nowhere Emporium. Regular short and long writing opportunities are embedded throughout the sequence - with opportunities for further challenge and independent writing also signposted – whilst the final written outcome is an extended narrative based around the plot of The Nowhere Emporium. This is followed by a non-fiction unit, flexibly themed around magic or the circus – it’s your choice! Following research, children will work towards producing a hybrid information text in the form of a magazine page. This includes a mini biography, a discussion text and a non-chronological report. The children could be finding out about the history of magic, researching a famous magician or discussing whether animals should be allowed to perform in a circus. Lots of interesting facts to find and discussions to have!

The Lion, the Witch and the Wardrobe by C.S. Lewis This publication of 7-8 weeks focusing on Year 4 and Year 5 reading and writing skills, includes both narrative and non-fiction opportunities, all based around the classic children’s novel The Lion, The Witch and The Wardrobe. Using film clips, websites and a range of texts, including those themed around evacuation and mythical creatures, this unit will immerse the children in themes central to the novel. A variety of short and long writing opportunities are embedded throughout the unit as the children analyse the story, gather content on mythological creatures and develop an extended narrative based upon The Lion, The Witch and The Wardrobe.

The Loch Ness Monster Reading and writing skills for Year 3 and Year 4 are interwoven throughout these two units of work lasting 3-4 weeks for narrative and 2-3 weeks for non-fiction, all based around the theme of the Loch Ness Monster. The first unit focuses on exploring and researching the infamous legend using film clips, websites, texts and news sources, before children write their own non-fiction article for a children’s magazine. Following this, a narrative unit is provided which includes developing a new Loch Ness monster character based on a plot pattern inspired by the classic cartoon, The Family-Ness! Enjoy singing along to the theme tune with your class!

A Bear Called Paddington by Michael Bond Year 2 and Year 3 reading and writing skills are interwoven throughout both narrative and non-fiction units in this publication, all themed around one of our favourite bears from children’s literature – Paddington! The first unit explores Michael Bond’s classic text, alongside the use of more recent film material. Regular short and long writing opportunities are embedded throughout the sequence as the children work towards an extended narrative of their own Paddington adventure. This is followed by a non-fiction unit, in which children will explore a range of non- fiction sources, websites and clips, before writing their own tourist guide to either London or your local area. Be prepared for your classroom to be transformed to a tourist destination, complete with regular tours!

Applying skills from both Year 1 and Year 2, this publication is based around the theme of wolves and integrates both narrative and non-fiction in a 5-6 week sequence. Children will share in the delights of The Way Home for Wolf by Rachel Bright and Jim Field, before taking on the role of researchers to find out more about wolves and other animals. Using their newly found facts, children will produce an information leaflet to inform an audience. The unit concludes with a return to fiction, where children will create an innovation based on the original story.

Harry the Happy Mouse by N.G.K and Janelle Dimmett Based around the heart-warming story of Harry the Happy Mouse, this integrated unit supports the application of Reception to Year 1 phonics, reading and sentence construction skills. The half termly unit is designed to include a focus on rhymes, poems and songs, followed by both a fiction unit (2-3 weeks) and a non-fiction unit (1-2 weeks). Within the narrative unit, children will be engaged with an oral retelling of the story of Harry and his walk, making people happy along the way. (Be sure to pack your walking boots!) Children will engage in short writing opportunities, including thought and feeling bubbles, lists and thank you notes/letters, in addition to an extended retelling of the story. Following on from the narrative, an information sequence of work is also provided, in which children will create information posters on one of the focus animals.

The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements. This bundle includes the following documents: Mixed age Key Learning in Reading and Writing for Years 1-2, Years 3-4, Years 4-5 and Years 5-6.