A series of scaffolded writing frames to help students develop a structured approach to answering questions in the AQA GCSE English Language Paper 1.
This includes sentence starters for questions 2-4, along with two separate story-writing word-mats to help develop students’ vocabulary in Q5 (descriptive writing/ story).
These are aimed at EAL/ SEN/ reluctant writers to help build confidence through a highly scaffolded approach to writing.
They may also be useful for KS3 students in preparation for GCSE content.
Files:
Q2 Analysing Language (word-mat)
Q3 Analysing Structure (word-mat)
Q4 Agreeing/ disagreeing with a statement
Q5 Writing your own story
Q5 Describing a character’s appearance
A series of scaffolded writing frames to help students develop a structured approach to answering questions in the AQA GCSE English Language Paper 2.
This includes sentence starters for questions 2-5.
These are aimed at EAL/ SEN/ reluctant writers to help build confidence through a highly scaffolded approach to writing.
They may also be useful for KS3 students in preparation for GCSE content.
Files:
Q2 Comparing similarities and differences
Q3 Analysing the writer’s use of Language
Q4 Comparing writers’ attitudes and methods
Q5 Presenting your views / persuasive language
A word-mat created to scaffold a descriptive writing piece about Macbeth’s witches on the heath.
Words are organised by word-class with prepositional phrases and adverbial phrases as sentence openers.
A series of scaffolded writing frames to help students develop a structured approach to answering questions in the AQA GCSE English Language Papers 1 and 2.
This includes sentence starters for Paper 1 questions 2-5 and Paper 2 questions 2-5. along with three separate story-writing word-mats to help develop students’ vocabulary in Paper 1 Q5 (descriptive writing/ story).
These are aimed at EAL/ SEN/ reluctant writers to help build confidence through a highly scaffolded approach to writing.
They may also be useful for KS3 students in preparation for GCSE content.
Editable Microsoft Word files:
Paper 1 Q2 Analysing Language (word-mat)
Paper 1 Q3 Analysing Structure (word-mat)
Paper 1 Q4 Agreeing with a statement (word-mat)
Paper 1 Q5 Writing your own story (word-mat)
Paper 1 Q5 Describing a character’s appearance (word-mat)
Paper 1 Q5 Describing feelings of fear (word mat)
Paper 2 Q2 Comparing similarities and differences (word-mat)
Paper 2 Q3 Analysing the writer’s use of Language (word-mat)
Paper 2 Q4 Comparing writers’ attitudes and methods (word-mat)
Paper 2 Q5 Presenting your views / persuasive language (word-mat)
Differentiated word-mats to scaffold writing a description of a character’s appearance.
Comes with two notebooks (and pdf version):
one for teaching how to construct a noun phrase (with differentiated success criteria)
one for developing receptive vocabulary and drawing a character based on descriptions
This is a detailed and differentiated 5 week Y4 unit based on the book The Miraculous Journey of Edward Tulane, developing pupils’ creative wriiting through a highly scaffolded approach. Pupils build confidence with new vocabulary and specific grammar targets through repeated opportunities to practice and edit sentences on whiteboards. This approach was hugely impactful with my Y4 classes and I hope it works for you too.
The zip files includes everything you need to teach the six week unit: Medium term Plan, Weekly Plans, Daily Notebooks, differentiated worksheets and activities, differentiated success criteria, Word-mats, Reading Comp, Art task, extracts, scanned pictures from the book, guided reading tasks, grammar tasks, key vocabulary, key questions
The unit results in pupils writing, editing and publishing (book-making) their own story, based on the plot structure of the book.
Learning objectives covered include:
Use evidence from text to support views about a character.
Identify and underline examples of different narrative techniques in a text.
Create list of ‘What makes a good’ character description.
Collect vocabulary and build noun-phrase to describe a character’s appearance.
Describe a character through their actions.
Use a variety of sentence starter techniques.
Describe a setting using prepositional phrases.
Use noun-phrases to describe a character’s appearance.
Describe a character through their actions.
Use role-play to express a character’s feelings.
Start sentences with an ‘ing’ verb.
Refer to the text to use evidence to support views and opinions.
Plan character development through events in a narrative
Depict a character’s feelings through their actions.
Identify different word-classes.
64 files in total (all files uploaded following initial error)
This is a detailed and differentiated 6 week Y4 unit on the book Varjak Paw, developing pupils’ creative wriiting through a highly scaffolded approach. Pupils build confidence with new vocabulary and specific grammar targets through repeated opportunities to practice and edit sentences on whiteboards. This approach was hugely impactful with my Y4 classes and I hope it works for you too.
The zip files includes everything you need to teach the six week unit: Weekly Plans, Daily Notebooks, differentiated worksheets and activities, differentiated success criteria, Word-mats, Reading Comp, Art task, extracts, scanned pictures from the book, guided reading tasks, grammar tasks, key vocabulary
The unit results in the following writing outcomes:
• First Person Recount of Garden Scene
• Narrative based on the book
Learning objectives covered include:
To use adverbials of place and time.
To use apostrophes to show possession.
To use the correct features of a writing genre.
To use commas to mark clauses.
To identify pronouns.
Read extensively; experiment with other types of text.
To use fronted adverbials.
To use evidence to answer comprehension questions.
To interrogate texts to deepen and clarify understanding and response.
To use knowledge of different organisational features of texts to find information effectively.
To summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts.
To identify different word-classes
To use prepositions as openers.
To use apostrophes to show possession.
To plan a piece of writing in detail.
To identify determiners.
To read extensively; experiment with other types of text.
To select precise and powerful verbs.
To edit and amend a piece of writing.
To create a story-map.
To use speech punctuation.
To use the correct verb tense.
To select correct determiners (a/an)
To use evidence to answer comprehension questions.
To use the correct features of a writing genre.
To describe a setting.
To collect and define vocabulary.
A set of word mats and writing frames to provide a scaffolded approach to creative story writing.
Includes files:
describing a character’s appearance
writing your own story
describe feelings wordmat
describing feelings of fear
describing a character’s clothing
adverbial phrases (where, when, how, why)
character becomes kind
describe a character’s actions
A series of scaffolded writing frames to help students develop a structured approach to answering questions in the AQA GCSE English Language Papers 1 and 2.
This includes sentence starters for Paper 1 questions 2-5 and Paper 2 questions 2-5. along with three separate story-writing word-mats to help develop students’ vocabulary in Paper 1 Q5 (descriptive writing/ story).
These are aimed at EAL/ SEN/ reluctant writers to help build confidence through a highly scaffolded approach to writing.
They may also be useful for KS3 students in preparation for GCSE content.
Editable Microsoft Word files:
Paper 1 Q2 Analysing Language (word-mat)
Paper 1 Q3 Analysing Structure (word-mat)
Paper 1 Q4 Agreeing with a statement (word-mat)
Paper 1 Q5 Writing your own story (word-mat)
Paper 1 Q5 Describing a character’s appearance (word-mat)
Paper 1 Q5 Describing feelings of fear (word mat)
Paper 2 Q2 Comparing similarities and differences (word-mat)
Paper 2 Q3 Analysing the writer’s use of Language (word-mat)
Paper 2 Q4 Comparing writers’ attitudes and methods (word-mat)
Paper 2 Q5 Presenting your views / persuasive language (word-mat)
Scaffolded resource for AQA GCSE English Literature Paper 1 to support the analysis of an extract from Romeo & Juliet and make links to the play as a whole.
See my other resources for Writing Frames for AQA English Language Papers 1 & 2 and many more.
This is a detailed and differentiated 8 week cross-curricular Y4 unit based on the Romans in Britain, developing pupils’ non-fiction writing through a highly scaffolded approach. Pupils build confidence with new vocabulary and specific grammar targets through repeated opportunities to practice and edit sentences on whiteboards. This approach was hugely impactful with my Y4 classes and I hope it works for you too.
The zip file includes everything you need to teach the six week unit: Medium term Plan, Weekly Plans, Daily Notebooks, differentiated worksheets and activities, differentiated success criteria, Word-mats, extracts, scanned pictures from the book, grammar tasks, key vocabulary, key questions
The unit results in pupils writing, editing and publishing (book-making) their own information text.
Learning objectives covered include:
To explore information texts and understand their purpose.
To use fronted adverbials.
To know the features of information texts and their purpose
To use commas to mark clauses.
To identify present tense verbs.
Read extensively; experiment with other types of text
To use evidence to answer comprehension questions.
Interrogate texts to deepen and clarify understanding and response
Use knowledge of different organisational features of texts to find information effectively Use adverbials for ‘why’
Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts.
To revise alphabetical order and practise using a dictionary.
To use the correct features of a writing genre.
To identify pronouns.
Use adverbials of time to sequence events.
To use apostrophes to show possession.
To use adverbials of place and time.
To add relative clauses to noun-phrases.
To define the meaning of words.
To identify pronouns in a text.
To sort words into different word-classes.
To organise writing into paragraphs.
To use questions to interest the reader.
This is a detailed and differentiated 8 week cross-curricular unit based on Michel Morpurgo’s Butterfly Lion, developing pupils’ creative writing through a highly scaffolded approach. Pupils build confidence with new vocabulary and specific grammar targets through repeated opportunities to practice and edit sentences on whiteboards. This approach was hugely impactful with my Y4 classes and I hope it works for you too.
The zip files includes everything you need to teach the six week unit: Weekly Plans, Daily Notebooks, differentiated worksheets and activities, differentiated success criteria, Word-mats, Reading Comp, Art task, extracts, scanned pictures from the book, guided reading tasks, grammar tasks, key vocabulary, key questions
The unit results in pupils writing, editing and producing their a letter from one character to another.
This powerpoint includes rules, 10 tasks, scoreboards and a leaderboard to help you run a full Taskmaster competition with your class.
Can easily be adapted for different age ranges or class sizes.
A fun activity to develop students’ thinking skills and reward creativity. This was a massive hit with the students I work with!
I ran the competition over a number of weeks and filmed some tasks and played them back to the students, but you could easily do this as a 1 or 2 day activity.
This is a detailed and differentiated 8 week cross-curricular Y4 unit (can be adapted for Y3 or 5) based on the Romans in Britain, developing pupils’ non-fiction writing through a highly scaffolded approach. Pupils build confidence with new vocabulary and specific grammar targets through repeated opportunities to practice and edit sentences on whiteboards. This approach was hugely impactful with my Y4 classes and I hope it works for you too.
The zip file includes everything you need to teach the six week unit: Medium term Plan, Weekly Plans, Daily Notebooks, differentiated worksheets and activities, differentiated success criteria, Word-mats, extracts, scanned pictures from the book, grammar tasks, key vocabulary, key questions
The unit results in pupils writing, editing and publishing (book-making) their own information text.
Learning objectives covered include:
To explore information texts and understand their purpose.
To use fronted adverbials.
To know the features of information texts and their purpose
To use commas to mark clauses.
To identify present tense verbs.
Read extensively; experiment with other types of text
To use evidence to answer comprehension questions.
Interrogate texts to deepen and clarify understanding and response
Use knowledge of different organisational features of texts to find information effectively Use adverbials for ‘why’
Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts.
To revise alphabetical order and practise using a dictionary.
To use the correct features of a writing genre.
To identify pronouns.
Use adverbials of time to sequence events.
To use apostrophes to show possession.
To use adverbials of place and time.
To add relative clauses to noun-phrases.
To define the meaning of words.
To identify pronouns in a text.
To sort words into different word-classes.
To organise writing into paragraphs.
To use questions to interest the reader.
This is a highly scaffolded lesson to develop students’ ability to answer Q3 of AQA English Language Paper 1.
Includes: presentation including success criteria and self-assesment, starter, sentence starter word-mat and detailed lesson plan
Scaffolded notebook, giving students the opportunity to practise using adverbs or adverbial phrases at the start of sentences.
Includes notebook and differentiated activity.
66 Notebooks with ‘What if’ questions to develop your students thinking skills and speaking and listening.
Great for starters, morning work or use with Philosophy for Children (P4C).
I used these every morning as a starter when the children arrived and it functioned as a great way to warm up our brains. With repetition of the PMI format, students’ responses became increasingly sophisticated throughout the year.
