This is a full lesson teaching how to use coordinating conjunctions. Coordinating conjunctions are used to link two main clauses, or two equal parts of a sentence together. We can use the anagram FANBOYS to help us remember the seven coordinating conjunctions: for, and, nor, but, or, yet & so. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use coordinating conjunctions. In addition to teaching how to use coordinating conjunctions, the lesson also explains the difference between coordinating conjunctions and subordinating conjunctions and briefly introduces subordinating conjunctions at the end, in preparation for the next lesson. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Teaching input - what are conjunctions, there are two main kinds (coordinating and subordinating conjunctions) and the key differences between these. √ Review activities and mini plenaries throughout √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ Plenary - Extend the learning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is the sixth lesson you need to start teaching children how to read and write! Focusing on the letter n, this lesson introduces the letter, the sound it makes and how to identify the initial, middle and end sound and letter of words. It is the sixth lesson of phase 2 phonics and includes all the information and activities you need to introduce this letter and the sound it makes. In phase 2 of phonics, children meet the letters of the alphabet and the sounds that they make. They learn how to identify the initial, middle and end sound in CVC (consonant - vowel- consonant) words in preparation for learning how to segment and blend. From lesson 3, they start to decode words into the sounds they know in order to start reading as well as encode sounds into letters in order to begin writing. As they progrss through phase 2 of phonics, they will start writing simple sentences composed of phonetically decodable and high-frequency words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 2 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 2. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: s a t p i n m d g o c k ck e u r h b f ff l ll ss The presentation includes: √ Learning objective and success criteria √ Phase 2 phonics sound mat √ Review of prior learning √ Games, videos and activities introducing the sound √ Activities for identifying initial sounds and letters √ Activities for identifying middle sounds and letters √ Activities for identifying final sounds and letters √ Letter formation practice √ Decoding activities (preparation for reading) √ Encoding activities (preparation for writing) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

This is a complete lesson teaching children how to identify, read and write the ‘ai’ digraph of phase 3 phonics. This lesson introduces the ‘ai’ digraph and the sound that it makes (a long vowel /ay/sound as in train). It is designed to be the FIRST lesson in a series of phase 3 lessons that build on prior learning from phase 2. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. These lessons follow on from the phase 2 phonics lessons where the most commonly used letters and sounds are learned and children practise segmenting and blending mostly CVC (consonant - vowel - consonant) words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 3 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 3. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: ai air ar ch ear ee er igh j ng oa oi oo (long) oo (short) or ow qu sh th ur ure v w x y zz The presentation includes: √ Learning objective and success criteria √ Phase 3 phonics sound mat √ Review slides for phase 2 phonics √ Games, videos and activities introducing the sound √ Segmenting and blending reading activities √ Segmenting and blending writing activities PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to use possessive apostrophes. Possessive apostrophes are apostrophes used to show that something belongs to something else e.g. cat’s whiskers This resource is a PowerPoint presentation which includes a full lesson’s worth of activities for teaching children how to use possessive apostrophes. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of relevant prior learning (contractions and plurals, including irregular plurals) √ Teaching input - what are possessive apostrophes and how to use them √ Consolidation activities √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ Extend learning - Looking at exceptions √ Speaking and listening, reading and writing activities √ Plenary - Reasoning Task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between the homophones there, their and they’re, complete with all the activities you need - no printing required! ‘Their’ is used to show possesion - to talk about things which belong to them. (e.g. That is their car.) ‘There’ is used to begin statements or to refer to a place. (e.g. There are lots of acorns in that tree over there.) ‘They’re’ is the contracted form of ‘they’ and ‘are’. (e.g. They’re playing outside.) This resource is a PowerPoint presentation which includes the activities you need to teach children the difference between their, there and they’re. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - assessment for learning √ Teaching input - the difference between their, there and they’re with example sentences √ Questions and challenges √ Differentiated consolidation activities (3 levels) √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching what ‘ever’ and ‘never’ mean, how to use them when speaking and writing and the differences between them. The presentation includes: Learning objective Three success criteria Starter activity reviewing ‘yet’ plus answer slide Present perfect tense review activity plus answer slide Input slides teaching how to use ‘ever’ in statements plus example sentences, reasoning questions and explanations Two consolidation activities (multiple choice question and reasoning question plus answer & explanation slides Extension activity - Introducing ‘never’ plus consolidation activity & answer slide Sentence builder consolidation activity for ‘never’ and ‘ever’ Input slide teaching how to use ‘ever’ in questions plus example sentences Sentence builder consolidation activity for asking questions including ‘ever’ Plenary - fill in the blank - AOL for yet, ever and never This lesson is designed specifically for Cambridge Stage 6, unit 1 teaching content but can be suitable for any English lesson about ‘ever’ and ‘never’. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Homophones Group B, Part 1: break, great, hear, knot, main, meddle, mist, rain, scene, peace Homophones Group B, Part 2: brake, grate, here, not, mane, medal, missed, reign, seen, piece This is a full lesson teaching the spelling of the following homophones: brake, grate, here, not, mane, medal, missed, reign, seen, piece The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.

Homophones Group B, Part 1: break, great, hear, knot, main, meddle, mist, rain, scene, peace Homophones Group B, Part 2: brake, grate, here, not, mane, medal, missed, reign, seen, piece This is a full lesson teaching the spelling of the following homophones: break, great, hear, knot, main, meddle, mist, rain, scene, peace The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.

A full lesson presentation (PowerPoint) teaching how to use the past perfect tense. The past perfect tense is made from the word ‘had’ plus the past participle of the verb. It is used to: Set the scene and explain what happened before a story or event took place, Describe the earlier of two events that happened in the past (in such cases, it is usually joined to a clause in past simple using a conjunction) This lesson presentation on the past perfect tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past perfect tense) √ Multiple consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past perfect tense etc.) √ Independent activities and application tasks √ Differentiated support sheets for those who need them √ Extension of learning - looking at why we use the past perfect tense √ Writing/ Homework challenge - past perfect tense writing task √ Plenary activity - AOL The lesson covers the following: Review of past simple, past continuous, present simple and present continuous tenses and why we use them The difference between present perfect and past perfect tense Regular and irregular verbs in their past participle form Base tense, past simple and past participle verb forms How to construct sentences in past perfect tense Why we use the past perfect tense (to set the scene before decribing a story or event and to describe the earlier of two events that happened in the past) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the present continuous/ present progressive tense. The present continuous tense is made up of the present tense form of the verb ‘to be’ (is, are or am) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe actions and events that are happening now. It can also be used to refer to future plans. This lesson presentation on the present continuous tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses) √ Teaching input/ information slides (explaining how to identify and construct sentences in present continuous tense) √ Multiple differentiated group & paired activities (fill in the blanks, spot the mistakes, change the sentences to present continuous tense etc.) √ Differentiated independent activities √ Extension of learning and application challenges √ Writing tasks √ Plenary activity The lesson covers the following: Review of other tenses Difference between ‘is’, ‘are’ and ‘am’ (plural and singular subjects) How to describe the actions of both plural and singular subjects in the present continuous tense How to describe the actions of both regular and irregular plural subjects in the present continuous tense How to describe the actions of both countable and uncountable nouns in the present continuous tense How to describe the actions of collective nouns, exceptions and pronouns using the present continuous tense Changing verbs into their progressive/ continuous form Purposes of using the present continuous tense Using the present continuous tense to describe current events and actions- Using the present continuous tense to describe future plans PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past continuous tense. The past continuous tense is made from the past tense form of the verb ‘to be’ (was or were) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe background actions and long actions, usually that happened at the same time as something else. This lesson presentation on the past continuous tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past continuous tense) √ Multiple differentiated consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past continuous tense etc.) √ Independent activities and application tasks √ Mini plenaries and extra practice tasks √ Extension of learning challenges √ Reading & writing tasks √ Plenary activity The lesson covers the following: Review of other tenses Structure of clauses in past continuous Difference between ‘was’ and ‘were’ (plural and singular subjects) How to describe the actions of the following types of subjects in the past continuous tense: regular and irregular plurals, countable and uncountable nouns, collective nouns, exceptions and pronouns Changing verbs into their progressive/ continuous form Purposes of using the past continuous tense Distinguishing between long and short actions Joining clauses in past continuous to clauses in past simple Using the past continuous tense in writing to describe background actions and set the scene PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Group B: he, of, in, I, it This is the second lesson in my high frequency words course (AKA tricky words/ sight words) for early years children. Some words are not phonetically decodable. That is why we call them ‘sight words’ or ‘tricky words’ because we have to learn them by sight. The first 100 of these are learnt in EYFS and are also called ‘high frequency words’ since they appear frequently in the English language. This is a complete lesson with all the activities required to teach the second five of these 100 high frequency words. This lesson focuses on the second five words (group B): he, of, in, I, it It also includes a complete high frequency word mat with all 100 words! The lesson includes: √ Learning Objective √ Success Criteria √ Complete 100 high frequency word list √ Review of prior learning (group A words) √ Word recognition activities √ Reading activities √ Writing activities √ Sentence construction and application activities √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

A full lesson complete with activities and teaching the key concepts from Cambridge stage 6 - ESL - Unit 8 - Entertainment. Success Criteria: •I can name and identify different activities done for entertainment. •I can use past participle adjectives to describe feelings and qualities. •I can describe the negatives of on-screen entertainment. •I can describe the history of films. •I can use the past simple passive to talk about events •I can create a timeline. The presentation includes: √ Learning objective √ Success criteria √ Starter activity designed to engage √ Two vocabulary - definition match activities √ Past participle adjectives grammar activity √ Speaking games and discussion tasks about on and off-screen time √ Information slides - how to identify the meaning of unfamiliar words √ Reading task - Too Much Screen Time? √ Fact discussion - addiction to screens √ Time line task looking at history of film √ Past simple passive - what is it + how and why do we use it? √ Past simple passive grammar consolidation activities (differentiated) √ Extension tasks and writing tasks √ Independent research activity - the history of an invention √ Vocab anagrams activity - alternative words for ‘said’ √ Plenary task √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Homophones Group A, Part 1: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry Homophones Group A, Part 2: plain, meat, male, heel, groan, fare, except, effect, bawl and bury This is a full lesson teaching the spelling of the following homophones: plain, meat, male, heel, groan, fare, except, effect, bawl and bury. The lesson includes a review of the previously learned homophones (group A, part 1), explains the meanings of all these words and includes a multitude of activities for learning both the spelling and definitions of these words (anagrams, word search, crossword, fill in the blanks, acrostic poems and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. That is why part 2 (this lesson) should be taught on a different day from part 1 (which can also be found in my TES store). The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter activity √ Teaching input/ information slides √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word definitions √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary activity This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plane, meet, mail, heal, grown, fair, accept, affect, ball and berry) and which should be taught at a different time to avoid confusion.

This is a full lesson teaching how to skim-read a text, complete with all the activities you need to consolidate this skill. What is the difference between skimming and scanning? When we skim-read, we read a text quickly to get the main idea (the gist). We want to find key information such as who the text is about, where they are and what is happening. On the other hand, scanning is where we read a text to find specific information such as the answer to a question. We still read quickly, but this time we are looking for something in particular. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to skim-read a text. It also includes a brief introduction to scanning by way of the plenary. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to assess current understanding of skim-reading √ Teaching input - what does ‘skimming’ mean? What is the difference between skimming and scanning? √ Examples of suitable questions for determining the gist of a text √ Guided/ whole class consolidation activities √ Six texts for skim-reading practice √ All answer slides √ Plenary - AFL - Intro to scanning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Homophones Group A, Part 1: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry Homophones Group A, Part 2: plain, meat, male, heel, groan, fare, except, effect, bawl and bury This is a full lesson teaching the spelling of the following homophones: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry. The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.

Group A: the, and, a, to, said This is a complete lesson with all the activities required to teach the first five of the 100 high frequency words (AKA tricky words or sight words) taught in EYFS. This lesson focuses on the first five words: the, and, a, to, said It also includes a complete high frequency word mat with all 100 words! The lesson includes: √ Learning Objective √ Success Criteria √ Complete 100 high frequency word list √ Word recognition activities √ Reading activities √ Writing activities √ Sentence construction and application activities √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to draw inferences about what characters are thinking and feeling as well as what their motives and intentions are. It also covers making inferences from description, dialogue and action. This lesson is complete with all the activities you need to teach and consolidate this skill. An inference is an idea that is based on clues and implied details. Authors do not always explicitly state their meaning. Instead they may provide enough details to enable the reader to make an inference. We can make inferences about almost any detail in a story. We may infer what characters are thinking and feeling as well as what their intentions and motives are. We may also may infer the setting from the description, character traits from dialogue or what is happening from descriptions of action. Predictions are also a type of inference made about the future. This lesson covers all these aspects of making inferences as well as how to support our inferences with evidence from the text. It is suitable for KS2 children and includes differentiated activities including reading and writing tasks designed to enable students to apply their understanding to their own work. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to make inferences. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ AFL Questions √ Teaching input - what are inferences and how can we draw them? √ Multiple reading exercises √ Multiple inference-making tasks for inferring feelings, thoughts, motives, intentions, the setting, character traits and events √ Teaching input - predictions √ Multiple prediction-making tasks √ Guided/ whole class consolidation activities √ Differentiated independent application activities (3 levels) √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching students how to identify different examples of figurative language (similes, metaphors, personification, alliteration and onomatopoeia) in various texts and then create their own in their writing. This lesson teaches children how to identify examples of similes, metaphors, personification, alliteration and onomatopoeia in texts. It teaches them how to explain what each of these features are and also to consider the impact of such figurative language on the reader. It encourages learners to examine the writer’s intent when using such techniques. As the lesson develops, children start creating their own examples of each figurative language feature and then start using them in their own writing to create various effects. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the following figurative language features: similes, metaphors, onomatopoeia, personification and alliteration. It also teaches children how to incorporate figurative language into their own writing. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking creatively √ AFL Question √ Teaching input - what is each example of figurative language √ Examples of each figurative language feature in reading texts √ Guided/ whole class consolidation activities √ Differentiated review activities √ Differentiated independent consolidation activities (3 levels) √ Application tasks - writing activities involving using figurative language in own writing √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the spelling of words ending in ‘-le.’ It includes all the information and activities to teach the spelling of these words and achieve this year 2 objective. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Spelling rule teaching slides √ Comprehension activities √ Spelling definition/ meaning activities √ Spelling rule consolidation activities √ Spelling strategies mat √ Reading application activities √ Writing application activities √ All answer slides This includes everything you need to teach children the spelling of words which end in -le, ensure that they understand the meaning of these words, help them apply their spelling knowledge to reading and writing tasks and also teach them several strategies for learning future spellings.