Fourteen weeks of morning task activities, four activities per week. These morning activities are perfect for the start of the day, after break or lunch. We know how these times of the school day can be tricky and there is a lot going on, each day’s activity focuses on one objective with a challenge for any students who need it. They are designed to review curriculum knowledge that students have already learnt about, so are a perfect way to warm up for the day. These activities are prepared for the first term of Year 3 but can be used whenever, keep an eye out for morning tasks for the rest of the year. Objectives cover: Adding 10 and 100 Times tables Mental addition and subtraction Spelling, including common exception words Word classes Number sequences Ordering and comparing numbers and more! PPT and worksheets. Answers/examples provided where appropriate. Try the first week’s morning activities for free.

Fourteen weeks of morning task activities, four activities per week. These morning activities are perfect for the start of the day, after break or lunch. We know how these times of the school day can be tricky and there is a lot going on, each day’s activity focuses on one objective with a challenge for any students who need it. They are designed to review curriculum knowledge that students have already learnt about, so are a perfect way to warm up for the day. These activities are prepared for the first term of Year 4 but can be used whenever, keep an eye out for morning tasks for the rest of the year or buy our Autumn and Spring bundle here. Objectives cover: Times tables Writing numbers in words and digits Roman numerals Addition and subtraction Adjectives, nouns, verbs and adverbs Spelling Writing instructions, play scripts and cartoon strips Editing writing Coordinating and subordinating conjunctions. Try the first week’s morning activities for free.

Ideal for use in Year 4/ ‘Expanded noun phrase’ activity sheets with 3 levels of differentiation including a range of activities to allow children to create their own expanded noun phrases. Answers and examples included. ‘Expanded noun phrase’ passages, short paragraphs with three levels of differentiation where children need to identify the expanded noun phrases. Ideal as a short activity or a grammar session. Answers included. ‘Expanded noun phrase’ story, a short story for children to improve by expanding the nouns in order to add more detail and description. 'Expanded noun phrases' maze, a fun game for students to create different expanded noun phrases. National Curriculum Links – Years 3 and 4 Terminology to be introduced in Year 4: noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases. Differentiation Adjectives to expand nouns. Multiple adjectives and prepositional phrases to expand nouns in a range of of more complex sentences used. Adjectives, prepositional phrases and determiners to expand nouns. A range of sentences including multi-clause sentences used.

Eleven weeks of morning task activities, four activities per week. These morning activities are perfect for the start of the day, after break or lunch. We know how these times of the school day can be tricky and there’s a lot going on, each day’s activity focuses on one objective with a challenge for any students who need it. They are designed to review curriculum knowledge that students have already learnt about, so are a perfect way to warm up for the day. These activities are prepared for the second term of Year 4 but can be used whenever, keep an eye out for morning tasks for the rest of the year or buy our Autumn and Spring Bundle here. Objectives and activities include: Multiplication and division facts Multiplying and dividing by 10 and 100 Multiplying 2 and 3 digit numbers by 1 digit Perimeter Recognising fractions and their equivalents Writing decimals Sequences and patterns Adjectives, nouns, verbs and adverbs Spelling Following instructions to create an image Speech Writing stories and letters Reading comprehensions Try the first week of Autumn morning activities for free here.

Ideal for use in Year 4 when fronted adverbials are first introduced or for consolidation in later years. Fronted adverbials activity sheet with 3 levels of differentiation including a range of activities to allow children to identify and use a range of fronted adverbials. Answers included. Fronted adverbials passages, short paragraphs with three levels of differentiation where children need to identify the fronted adverbials. Ideal as a short activity or a grammar session. Answers included. ‘Punctuating fronted adverbials with a comma’ activity sheet. A range of activities to encourage and remind children how to punctuate fronted adverbials with a comma. Answers included. ‘Punctuating fronted adverbials with a comma’ passage, a paragraph where children need to add the commas to the fronted adverbials they find. Answers included. ‘Fronted adverbials’ story. A short story about Ursula the Unicorn that children need to improve by adding fronted adverbials. National Curriculum Links – Years 3 and 4 Terminology to be introduced in Year 4: fronted adverbial. Years 3 and 4: Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by using fronted adverbials. Differentiation Fronted adverbials to show time and ‘ly’ adverbials to show how. Above + fronted adverbials to show time, place and how. Above + fronted adverbials to show how often and possibility.

Ideal for use in Year 3 when using ‘a’ or ‘an’ is introduced or consolidation in later years. PPT with the rules for adding ‘a’ and ‘an’ including the common exceptions to the rule and a quickfire **quiz**. Activity sheets with three levels of differentiation to allow children to identify when ‘a’ or ‘an’ needs to be used across a variety of words. National Curriculum Links Use of the forms a or an according to whether the next word begins with a consonant or a vowel Differentiation Using ‘a’ and ‘an’ before a range of words, no exceptions to the rule. Using ‘a’ and ‘an’ before a range of more increasingly difficult words, no exceptions to the rule. Applying their knowledge to sentences. Using ‘a’ and ‘an’ before a range of words including exceptions to the rule. Applying their knowledge to sentences and paragraphs.

Ideal for use in Year 4 when the possessive apostrophes objective is first introduced or in later years for consolidation. ‘Plural possessive apostrophes’ PPT. A guide to how to use apostrophes for plural nouns with a **quiz** to allow for practise in class. ‘Possessive apostrophes’ activity sheets with three levels of differentiation including a range of activities to allow children to practise using and adding apostrophes. National Curriculum Links Year 4 statutory content to be introduced – Apostrophes to mark plural possession Differentiation Adding apostrophes to singular nouns to consolidate previous learning. Adding apostrophes to plural nouns that end in an ‘s’. Adding apostrophes to plural nouns that end in an ‘s’ and those that don’t e.g. children.

A fifteen-lesson writing unit, leading students towards writing their own explanation text based on a fictional product: a watering robot! Students spend time at the start of the unit designing their own plant watering robot/machine (there is also an option to write about the ladybird robot in the example texts provided). This allows them to focus on how to write an explanation text, without becoming bogged down in exactly how a specific product works, they can tell us! This would make a great unit to be taught alongside a Science unit on plants or living things and their habitats, or as a way to revisit Scientific knowledge. This unit begins with ten lessons exploring the text type and sentence level work. The final five lessons allow them to write their explanation text. The unit uses three differentiated example text types about a ladybird-shaped plant watering robot to supports students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Lesson order: • Hook lesson: introducing the ladybird robot and its purpose. Students design their own watering robot/machine. • Questions, students answer questions in more detail about their watering robot/machine to have enough detail for their explanation text. • Creating diagrams with technical language, students draw and label diagrams of their robots/machines using technical language. • Identify features of explanation texts, students explore the key features of explanation texts and find examples in the texts provided. • Writing appropriate noun phrases, students will explore appropriate description for an explanation text and practise writing descriptions of their robot/machine. • Using prepositions to clearly describe different parts of the robot. • Writing with fronted adverbials, focussing on fronted adverbials to express time and cause. • Writing with conjunctions, students will use a range of subordinating and coordinating conjunctions to add information or to explain. • Understand and using bullet points, students will explore how they are used and practise writing a list or adding extra information with bullet points. • Introducing headings and sub-headings, students will use these to plan their explanation texts in preparation for writing. • Writing the introduction and second paragraph (explaining what the machine does in more detail), looking at examples and creating a shared write as a class. • Writing the third paragraph (explaining how the machine works). • Writing the conclusion. • Students can practise editing using our ‘explanation text to edit’ before editing their own work. • Publishing texts, including adding detailed diagrams.

A detailed and engaging fifteen-lesson writing unit, guiding learners towards writing a persuasive letter, convincing their headteacher to change the school week to four days. Throughout the unit, students read and refer to differentiated example texts to support their learning and understanding of what a persuasive letter is. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the persuasive letter, one step at a time. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: students will be given the chance to practise persuading each other to do simple tasks to understand what persuasion is. They will then read the example text, ending the lesson by exploring pros and cons for the idea of a four-day school week. • Identifying the key features of a persuasive letter, sorting and highlighting the features. • Speaking and listening lesson on exaggerating, students will explore what it means to exaggerate, and the language features used. Then practise exaggerating different reasons for having a four-day school week in pairs or groups. • Power of three, students learn what the power of three is, how it is used in the example texts and practise using it. • Talking directly to the reader using first and second person pronouns, students learn what first and second person pronouns are using a snap game. The independent activities include finding pronouns in the example texts, creating a word mat and re-writing sentences using incorrect pronouns. • Writing opinions as facts. Students learn the effect of writing opinions as facts to be persuasive and have the chance to practise writing some. • Fact finding lesson to create simple statistics, students create questions and poll class/staff members to create their own simple statistics for their letters. • Conjunctions to extend ideas, students explore how different conjunctions are used before the main activity, a matching card game where students need to match two parts of a sentence with a conjunction. • Understanding what rhetorical questions are and how they are used in persuasive letters, students either fill in the blank on an example text with rhetorical questions or create a word mat for rhetorical questions. • Planning our persuasive letter. • Writing the introduction and first paragraph, looking at examples and exploring the language used. • Writing the third paragraph, shared write to support students writing. • Writing the conclusion. • Students can practise editing using our ‘persuasive letter to edit’ before editing their own work. • Publishing texts.