A weeks lesson plan introducing children to non-chronological reports. Speaking and Listening is incorporated into these lessons also by allowing children to pretend they are news reporters. Children will be taught how to 'hook' their readers in and write in factual sentences.

I created this document to hand out to my parents at the beginning of the school year. It’s a short snippet of activities that parents could engage with with their children. There are 7 pages, including: *Some sample questions to ask children while reading. *Rate out of 10. To allow children to form opinions on what they’ve read. *Re-tell the story. To allow children to order parts of the story. *Change the ending. This allows children to take their understanding to another level. *Strategies for parents when reading with their children. See my preview for a clearer idea of this resource.

Resources, plan, presentation and SPAG. This week of lessons really helped bring on the children's descriptive writing. The video clips help them to imagine things clearer and bring great life to their writing. I found it really successful. It focuses on getting the children to use their sense to imagine what a scene looks like. SPAG lesson is on prepositions and this presentation was accumulated from TES website also. Check out my other resources also: https://www.tes.com/teaching-resources/shop/Morrisr9

My class assembly that I did today as we have been studying fairy tales for the last 2 weeks. Cinderella can seem a bit babyish for Year 4 students, however we made it a funny version and the audience were in tears laughing. This script is funny, modern and is easily adaptable. I made one of the stepsisters a boy (wears the wig etc) and the audience loved it. My prince was also a girl and she as fantastic, put on the deep voice and all. Included is: The script (which is easy to follow and has stage directions included) The layout in which I sat the children The downloads of the music I used An invitation to give to the parents. Both the children and the parents adored the assembly. A personal highlight of mine is that the children sing working 9-5 by Dolly Parton- amazing.

In my class, I got really fed up of using the carousel for teaching guided reading. I felt only 1-2 groups benefited from it, while the others were in engaging in monotonous activities. The idea behind this is to engage in whole class reading/discussion about a picture or text and answer only 3 questions in the CAR format: C- Choice of the Author A- Always Infer R- Retrieval Included in this pack is: 6 different activities to use CAR technique How to use page Display of CAR to remind children what the different letters stand for.

After hours of reading and PD on Pie Corbett’s Talk4Writing, I decided to plan my English lessons around his style of teaching. The idea behind it is fun filled, active and different so my children and I absolutely love it! Included: 4 day, detailed lesson plan (differentiation included). Power Point of the features of a report. ‘Who killed King Tut’ text resource (colour coded). ‘Boxing it up’ plan Report starters- which allow the children to get into the mind of writing report style sentences. Text mapping opportunities- which allow children to act out and DRAW the entire report so they can recite it, thus learning the sentence structure orally. I have put a lot of detail into the lesson plan, so it can be easily followed to apply this style of teaching to your English lessons. The idea behind it is: Week 1= Imitation Phase. In this week, children need to learn off a text to fully immerse themselves in the style of writing, structure, language etc. This is done through actions and also text mapping (drawing pictures). Only when children fully understand a text type, should they begin to write. The writing of a report will be done at the end of week 2. (This resource is only week 1). By the end of the week, your children should fully understand the features of a report, and should be able to recite the whole thing using their text map. It’s lots of fun and a fantastic scaffolding for children to understand before they write. Give it a try!

This is a follow on lesson from:Non-Chronological Reports: Understanding the features. Children cannot and should not be writing their own report without first of all familiarising themselves with the text type. Having completed that step, they can then begin to think about planning their very own report. This resource includes: *4 day detailed lesson plan with a step-by-step guide on how to deliver these lessons. *Report adaption sheet for drawing their new idea to change. *Pictures to caption- this confirms children’s ability to order the report. *‘Who murdered King Tut’ text for reference. *Comprehension on the text used to ensure understanding. *Success Criteria for children to self and peer assess their report writing. *Drama ideas: such as text tennis, hot seating etc. The idea behind this week of teaching is that children are reciting/acting out the text each day, confirming their understanding of the report structure/sentence structure orally. Once children can do this, they will be able to write their very own version. They are encouraged this week to change one part of the report in order to write their very own version. For example: instead of ‘Who killed King Tut?’, it could be ‘Who killed King Thor the Viking’ children will have to adapt the report they know so well to make it their own. Now that they have a basis to go off, their report will be much more successful.

6 Guided Reading Assessment/Guidance Sheets to use with your younger readers. These sheets can be printed for each child to keep track of their reading abilities/areas needed to improve. How to use this product: Each week, I use a new assessment focus (AF). They are marked as *AF1- decoding of the text. *AF2- retrieving information. *AF3- deducing and inferring information. *AF4- structure and organisation of the text. *AF5- comment on the writer’s use of language. *AF6- to identify the purpose. *AF7- to relate the story to others. Each sheet contains 4-5 ‘I can’ statements in which you can shade in to mark where each child is at in terms of reading. By using one assessment focus per week of guided reading, you can see real progression in the children’s understanding of the particular questions you’re asking. Beside each ‘I can’ statement, I have put a heart shape in which the teacher shades: Green: if the child is secure in that area. Orange: if the child is emerging in that area. Red: if the child is un-secure in that particular area.

FUN, COLORFUL and SUPERHERO THEMED! This resource is 25 pages of superhero themed guided reading activities to cover lots of objectives from the curriculum. Children will engage with activities such such: *Sorting fiction and non-fiction book titles. *Feature spotting in a non-fiction text. *Adding an appropriate sub-heading. *Adding captions to pictures. *Book review *Designing book covers *Designing blurbs *Identifying what makes a book cover attractive in fiction books. *Identifying what makes a book cover attractive in non-fiction books. *Dictionary work. *Alphabetical ordering and why it’s important… And much more! Just PRINT and TEACH!

If you are teaching your class about myths or simply just want a comprehension activity that is SLIGHTLY different from the norm, then this resource is for you. Included: *Text *Questions to check understanding (inc ordering events, decoding meaning etc) *Creation Station- where children create their own labyrinth. *Adjective Alley- children create amazing adjectives and phrases to describe the minotaur. *The New Minotaur- children will get their creative juices flowing and create a Minotaur of their own, perhaps even half human, half unicorn. An enjoyable, creative way to check and extend children’s understanding of what they’ve read. Also an excellent addition to your myths topic, if you’re teaching it. Check out: https://www.tes.com/teaching-resource/myths-understanding-the-features-11943412

4 reading skills graphic organizers and 5 support cards to structure children’s answers for comprehension questions. These post-it note graphic organizers are engaging and encourage children to discuss what they have read to arrive at the correct answer. They can be printed in Black and White or can be printed on colored paper to make them nice and colorful. I love to use them during my guided reading sessions as it encourages children to engage in paired work, extending and elaborating on their own ideas. See how I use them over on my blog: rebeccatheirishteacher.com Reading skills/strategies included: -Main Idea/Details -Making Connections -Theme -Summary Support Cards include: -Making Connections Support -Evaluating -Author’s Choice -Characters -Vocabulary Follow my Instagram to see these products and more in action. The whole idea behind this resource is to structure and build on children’s understanding, by giving them the scaffolding to write their own answers. Reading lessons have become much more ‘talk based’ and fun as a result.

A broad selection of morning challenges to keep your children busy when they come in in the morning. Included are: VCOP morning challenges Maths morning challenges Improving sentences Vocabulary Enough to keep them busy for months.