The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response.
Learning objectives
Children learn:
to say where they live
to ask others where they live
Learning outcomes
Children learn:
to use a set phrase to respond to the question,
for example Vivo en Lincoln
to substitute items in the model phrase to vary
the statement
to take part in a brief prepared task using visual
clues to help them initiate and respond
to show understanding of short wordprocessed
dialogue, made up of familiar language
Includes: Lesson Plan and Activity Sheets
Like this? Check out the full units available on TES or our website
See the full Instructions unit: https://www.tes.com/teaching-resource/year-2-english-literacy-instructions-unit-12330446
One lesson with plan and resources
Good for introducing the topic of instructions
WALT: Listen to instructions. • Follow instructions and give instructions on how to move.
Focus on speaking and listening skills by getting the children to follow a chant.
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Get the full unit on TES https://www.tes.com/teaching-resource/year-1-literacy-english-traditional-and-fairy-tales-unit-12322085
Taken from our Year 1 Literacy Resource File
Includes lesson plan and all resources (including differentiated resources) as well as the story
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.
Learning Outcomes: To have more secure knowledge of the characteristics of the genre. • Better ability to identify key incidents in the story and sequence them correctly.
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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.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 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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6 lessons includes plans and resources
The children will be encouraged to use reading journals to record their thoughts, predictions, questions and notes. To widen their experience they will be given opportunities to read extracts aloud and to watch excerpts from television or film adaptations. They will explore the relationships between characters and the language and techniques used to present these relationships and develop the plot. The children will work in pairs or groups, as well as a whole class and will discuss the techniques they use to help them understand the text, such as prediction, empathy and visualisation, using a story mountain. Finally, they will be supported in writing in the style of the author to rewrite a chapter or write a new one. These lessons use Treasure Island by Robert Louis Stevenson (1850-94) as the focus text. It will be helpful to have begun reading it as a class before starting this unit and to have finished it before the third lesson. This will enable children to delve more deeply into the plot, characterisation, language and structure.
1 Treasure!• To use technical vocabulary to talk about pirates
Notes on ‘the old sea dog’ • To draw picture notes of the main parts of the story
3.Long John Silver • To study dialogue between main characters to recognise how character can affect their behaviour.
The book versus the film• To compare film and print versions of the same scene
5 Mapping the story • To outline key events in a story’s structure
A missing chapter • To continue a story in the style of the author
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3 worksheets focuses on the teaching of adverbs
Sheet 1: to revise adverbs of manner
Sheet 2: to revise adverbs of time, frequency and place.
Sheet 3: to investigate how adverbs can affect adjectives
Taken from Grammar and Creativity Year 6 (by LCP)
Clear sheets that have instructions so easily to follow.
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The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy?
Learning outcomes
Children learn:
to understand and use the vocabulary for the
days of the week
to ask and respond to the question ¿Qué día es
hoy
Includes:
Lesson Plans and Activity Sheets
The purpose of this topic is for children to identify members of their family, to respond to questions
and to write short phrases correctly with support.
Learning objective
Children learn:
to introduce members of the family
Learning outcomes
Children learn:
to identify correctly names for members of the
family
to understand and say whether or not they have
brothers or sisters
to respond with Se llama… when asked
someone’s name
to understand that el is masculine and la is
feminine
to role-play members of own, imaginary or
famous family
to copy familiar short phrases correctly
to name and describe people
to use visual clues to produce short phrases
using mainly memorised language
Includes:
Lesson Plans, Vocabulary and Lesson Activities
In this first section, which contains a term’s work, the children will learn to introduce themselves in
Spanish and to greet others. They will learn numbers 0–12 and some classroom objects. They will also
begin to work on sounds and spellings, and use simple classroom instructions.
Topic titles (6 Lessons)
Greetings
How are you?
Introducing yourself
Numbers 0–12
Classroom instructions
Classroom objects
Includes
Lesson Plans, Subject Vocabulary and Activity Sheets
The purpose of this topic is for children to learn vocabulary to describe the colour of items.
Learning outcomes
Children learn:
to say the correct word for the colour in response
to the question ¿De qué color es?, e.g. Es azul.
to use short phrases to express personal
responses and preferences: me gusta el rojo, no
me gusta el amarillo.
to use correct intonation to indicate they are
asking a question
to show they understand nouns used with
colours
to show they understand simple commands, e.g.
¡Buscad!
to listen carefully in order to discriminate sounds
and identify meaning
to show they understand familiar statements
to begin to show understanding of syntactic
structure in languages, e.g. position of adjectives
in Spanish in relation to English adjective
position, e.g. un bolígrafo azul – a blue pen
Resources:
Includes Lesson plan and Activity Sheets
It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills.
Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1.
The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it.
Unit 1 available free on our both our website and TES shop.
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6 worksheets taken from our much love resource: Building Blocks- Themed Activities for the EYFS- Age 4 to 5 (48-60 months).
Activity 1: Spotty Blobster Poem
Activity 2: Draw the Spotty Blobster monster from the poem
Activity 3: How to make chocolate crispy cakes
Activity 4: Naming the foods I eat
Activity 5: What’s in the treasure box
Activity 6: Plan a surprise for someone you know
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Our Literacy Homework Activities for Year 2 provide 50 challenging and engaging Literacy homework activity sheets.
The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 2 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching.
The activities follow the main literacy priorities in Year 2 and are designed to be used flexibly.
Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types:
• Understanding and engaging with texts;
• Shaping texts;
• Sentence structure and punctuation;
• Spelling.
Each unit contains a mixture of the activity types.
30 support the development of other essential literacy skills and 20 to support the teaching and learning of phonics.
They include parental guidance and spelling sheets, especially for Year 2 pupils.
The Homework Sheets are in Microsoft® Word format.
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 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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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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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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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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