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A Trip to the Zoo

A Trip to the Zoo

A Trip to the Zoo Walk around a zoo. See the animals. Learn the names. Load show onto school server. Let the pupils visit te animals and research the names of the animals. How the pupils record the names is up to you. How much detail the pupils learn as to the animal names is up to you too.
martinpk
Literacy / Lexicology: Lexicon Textercise

Literacy / Lexicology: Lexicon Textercise

Lexicon Textercise is a great companion to a Literacty Module. It is also designegd to provide starter activities and homework tasks. This is an invaluable reference book and easy spell check for keywords. This TES Resource is an A4 editable and printable version of Lexicon Textercise. The book, shown right, was created so that students could have an individual copy and write in it. The book is available through the website www.lexicologyforreading.co.uk at considerably less cost (£3.50 / book for orders over ten) however this TES Resources version comes with the licence to copy.
lexicologyforreading
Literacy / Lexicology / GCSE Revision: Dry Wipe Line Match

Literacy / Lexicology / GCSE Revision: Dry Wipe Line Match

I print and laminate these sheets so that students can use them as dry wipe resources. The Structure of Poetry and Prose were created as Plenary Activities for GCSE Grade Booster Classes. The remainder were created to resource the Lexicology Year Seven ‘Catch up Class,’ Literacy module. The answer sheets provided are for peer assessment. For more information and further resources (non-downloadable resources) please visit the website www.lexicologyforreading.co.uk
lexicologyforreading
Literacy / Lexicology: Bingo

Literacy / Lexicology: Bingo

This resource is based on the 48 (statutory and non-statutory) affixes in the KS1 and KS2 National Curriculum. I created it for a year seven ‘Catch Up Class’ and included several further affixes, all meaning ‘not’. There are eight bingo cards in each set. I do not call out the affixes, I elicit the name of the affix through a series of concept questions. This is a great resource to improve: reading, spelling, ambitious vocabulary; use of: parts of speech, prefixes and suffixes. Bingo as a ten minute plenary helps to revisit the set of affixes covered in the Literacy / Lexicology lesson. For more resources visit my website www.lexicologyforreading.co.uk
lexicologyforreading
Punctuation Bundle

Punctuation Bundle

A variety of resources about punctuation. A set of basic rules (used either as a teaching tool or as a reminder for students); A set of 10 fiction and non-fiction extracts with the basic punctuation missing, each one with an answer sheet, and some labelled by section as to how many missing marks there are; and a punctuation/paragraph practice.
Sazo123
Year 2 SPaG Powerpoint - 10 week block

Year 2 SPaG Powerpoint - 10 week block

This resource contains **10 weeks ** worth of SPaG powerpoints. The powerpoints accompany the planning in my shop The powerpoints introduce the new spelling rules and common exception words for the week. The move onto correcting the wrong spelling mistakes. Some powerpoints have built in timers to test childrens speed and fluency with spelling. Spelling areas covered include: Adding suffix to words ending in -e N sounds spelt kn and gn ’u’ sounds spelt ‘o’ ‘ge’ and ‘dge’ sounds
sheath19-308
Year 2 SPag Planning - 10 week block

Year 2 SPag Planning - 10 week block

This resource contains **10 weeks ** worth of SPaG planning. The planning covers spelling outlined in NC appendix 1 and Vocabulary, grammar and punctuation on appendix 2. The week plan is split into: Two days covering a new spelling rule Spelling test Two day vocabulary, grammar and punctuation Spelling areas covered include: Adding suffix to words ending in -e N sounds spelt kn and gn ’u’ sounds spelt ‘o’ ‘ge’ and ‘dge’ sounds Grammar and punctuation areas covered include: Conjunctions - if, that, because Expanded noun phrases Sequencing sentences
sheath19-308
Fruits Picture Scrambles

Fruits Picture Scrambles

Directions for use: The aim of this activity is for children to cut the pictures along the dotted lines, and then to order them correctly to spell a word. Children glue the pictures on the recording page provided and then write the word that they have built.
Olynj
Fruits Picture Scrambles

Fruits Picture Scrambles

Directions for use: The aim of this activity is for children to cut the pictures along the dotted lines, and then to order them correctly to spell a word. Children glue the pictures on the recording page provided and then write the word that they have built.
Olynj
Limbo Comprehension Activities Booklet!

Limbo Comprehension Activities Booklet!

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Edward Kamau Brathwaite’s poem 'Limbo.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’
TandLGuru