A simple example of a clearly structured newspaper report which includes key features such a clear orientation which includes 'what', 'where', 'when' and 'who'; a main body giving more detail and a reorientation showing change of tense. A useful starting point when revising newspaper reports and will save you from having to write your own!

In this lesson (linked to the Geography topic on Earthquakes), children read an example of a diary entry and then identify key features in the text. The plan I used for the lesson is below: L.O To analyse the features of a diary entry Starter Display a range of text types on the IWB and write some features on cards. Pick a card – which text type does that go with? How do you know? Main Display a diary entry example on IWB. Read it together, drawing attention to some key features as we read. Discuss how the writer has show their emotions and thoughts. Explore tense etc. BA/SEN – have a copy of the diary entry in their books and a list of features which can all be found. Find the feature, stick it down and draw a line to show it in the text A – as above but include features not present in the text. Chn stick these at the bottom afterwards AA – as above but write why the author has included these things to show awareness of author’s intent Included in this resource is: an example of a diary entry, written at a high level (could also be used in Year 5 or as revision in year 6) differentiated task as explained above - children label the entry with the relevant features

I made this game as an ice-breaker task for some training I did for new teachers, but this would also work really well at the beginning of a staff meeting or training day. The game is based on the party game ‘Taboo’. How it works Print out the resource and cut into cards which show a word or phrase in bold at the top followed by 5 associated words underneath (all related to teaching). Split staff into small teams (or pairs could work as well) and give each team a set of cards. Staff take it in turns to try and get their team or partner to guess the word at the top of the card without saying any of the words underneath. You could give everyone a set amount of time to see how many cards they can get through or say that the first team or pair to guess all the cards wins.

This ready-made comprehension lesson is based around the first part of The Lion, the Witch and the Wardrobe. It was originally written for Year 4 but, with some tweaking, would also be suitable for more able Year 3 pupils or as revision in Year 5. This lesson focuses on children answering questions thoroughly, using ‘P.E.E’ to construct answers. The LO I used for this lesson is: To answer questions about a text, supporting my answer with relevant examples. The lesson input (on the ActivInspire flipchart and also provided as a pdf) enables children to practise this by identifying which answers they think are the best and then having a go themselves. There are then 2 sets of differentiated comprehension questions for children to have a go at independently. The second page of questions are more challenging. This resource pack includes everything needed for this reading lesson: The text extract required A supporting flipchart (also provided as a pdf) differentiated comprehension questions

A lesson which encourages children to use reasoning and examine a range of sources carefully to investigate the question: LIFE ON A PIRATE SHIP WAS FULL OF EXCITEMENT AND ADVENTURE. DO YOU AGREE? Children will have access to a range of sources including the pirate code of conduct (3 versions, differentiated), information about common diseases, pictures depicting life as a pirate etc. There are also some other suggestions in the plan of things you could add (such as hard tack biscuits - v easy to make and disgusting to eat!!) Children are challenged to examine the sources carefully to decide whether or not they agree with the statement and decide whether life in a pirate ship would be a barrel of laughs...or not!

This lesson helps children consider the language and style of a non-chronological report by finding synonyms and replacing everyday, colloquial language with these. It would work really well as a quick SPAG lesson and links to Henry VIII and his wives. This resource consists of an ActivInspire flipchart which takes you through the lesson with the activity on the final slide. I have also included this as a PDF.

A great challenge for Year 6, or more able Year 5 pupils. In this task, pupils use their knowledge of area and perimeter to solve problems relating to Google Earth images, which include accurate real-life measures. They will also need to have a secure understanding of money and written methods for the four operations to solve these (e.g. how much would it cost to turf a football pitch? etc) I gave it to my group in an envelope marked ‘challenge’ and let them work in pairs with felt tips on big bits of sugar paper.

I originally planned this session for my Year 4 class, but it would also be suitable (with some tweaking) for Year 3 or as a revision / intervention session for Year 5 children. The Learning Objective I used for this lesson is: To answer questions about a text, supporting my answer with relevant examples I was finding that my class were able to make generalisations about a text but were not finding suitable examples to back up their point, which was why I did this lesson with them. In this lesson, children read the part of the text where Lucy and the Faun have tea. Then they look at statements about the characters and decide whether they are true or false, supporting their decision with evidence. In this pack you will get: a brief lesson plan explaining the lesson a flipchart which takes you through the lesson (this is on ActivInspire but I have also included a pdf) true or false statements for pupils to sort

In this problem solving activity, children work out whether it would be cheaper for different customers to have each item in their shopping rounded to the nearest 10p or the nearest £1. Included in this resource is a price list of different items, as well as different scenarios to solve. It lends itself well to discussion - is it always the case that one way is cheaper than another? If not, why not?