Dicing with Grammar
Dicing with Grammar
4.647222222222222175 reviews

It's simple really: English grammar can be a very dry subject, but this need not be the case. For a few years now, I have been developing a games-based approach to teaching important grammar concepts. It is amazing how the introduction of dice takes the learning into a new place - the element of chance making it seem less like work and more like play. Because I test my games extensively in the classroom, I get a feel for what works. Dump your boring worksheets and start dicing with grammar.

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Massive 3 week writing unit, planned in detail and fully resourced and differentiated. It is pitched at Year 4, but would work equally well in Year 5 or 6 (please see the key skills covered below). For most sessions, there are resources to extend high attainers and resources to support SEN learners. This unit is ready to go!

Three weeks of differentiated resources is a lot of files, so you can’t see it all in the preview. When you buy, please use the zip folder. The contents of the zip are organised into weeks and then into individual lessons (the other files are only there so that people can preview the unit!) . The zip will enable you to navigate your way through the plan and related resources with ease. All resources are PowerPoint and Word, so you will have no issues opening anything - and you can edit to suit your own needs - no PDFs!

There are many, many resources included. Here are a few key examples:
model text (short and long versions);
a story map;
drama activities;
story boards;
cold task/assessment task;
reading comprehension activities;
conjunctions activities;
scavenger hunt;
paragraphing activities;
pronoun activities;
noun phrase activities;
fronted adverbial activities;
tool kits;
idea gathering resources;
planning grids;
peer assessment resources;
and many more!

The key objectives covered repeatedly throughout the unit are:
Reading:
• increasing their familiarity with a wide range of books, including myths and legends, and retelling some of these orally
• asking questions to improve their understanding of a text
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Vocab/grammar/punctuation
• I can use a wide range of subordinating conjunctions (when, if, because, although)
• I understand the term ‘adverbial’ and I can use fronted adverbials (with a comma)
• I can choose a variety of nouns and pronouns (to avoid repetition)

Composition
• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
• organising paragraphs around a theme
Evaluate and edit by:
• assessing the effectiveness of their own and others’ writing and suggesting improvements

These have been broken down and written in ‘child speak’ within the planning.

Reviews

5

Something went wrong, please try again later.

JEVANS27

a year ago
5

This resource is well worth £7. It is really well put together, loads of excellent resources and really well sequenced. Thank you!!

photobooth

a year ago
5

Amazing - highly comprehensive

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£7.00