This resource is a supporting statement I wrote when going for a job interview which I got. It was for a KS1 class with varying abilities. You can change it to suit you and your skills/experiences but will be a good starting point to help you write your own.
Label the five senses on a boy and girl. Students can then colour their picture.
Using the picture to help write the bossy verb in the space. Sentence writing using one of the words.
This is the marking criteria for an Information Report. Please see my PREMIUM RESOURCES for the one-week plan on information reports and my FREE RESOURCES for the scaffold.
Very useful resource providing dozens of report comments ready for you to pick and choose what is right for the child.
This resource is a great introduction lesson to Goldilocks and the Three Bears. It looks at: Listen to the story (video) Who are the main characters? Describe Goldilocks What happened at the beginning, middle and end? How could you change the ending?
This resource is a great way to get kids passionate about their persuasive writing. Looking at Water Aid TV adverts in order to determine which ones they find effective and why. It included a checklist for persuasive writing and what needs to be included. Tasks could include: -writing a tv advert -writing a letter to the government -debating
14 worksheets on counting in 1's using 1pence coins and 1pound coins. There are many subtraction worksheets as well.
Students identify the different parts of the human body that help them to observe, e.g. eyes, nose
Lesson 3 in Five Senses Unit Students will use their sense of touch to identify words to describe the feel of the object. They will report their findings using a drawing and one describing word.
Objective: To be able to recognize the first 15 square numbers. Square numbers and square roots. Includes: Extension task and challenge task
Use this resource when asked to teach a 30 minute English lesson to KS1 for a job interview. It looks at using verbs from the Gruffalo. Differentiated resources to come.