I have included the guided reading record sheet I use (not entirely mine as I found this somewhere and made some changes). I went through each chapter and picked out vocabulary I thought was tricky. The vocabulary per chapter in the record sheet is not in abc order because it’s in the order that it comes up in the chapter. Other resources available: Guided Reading: Sheep-Pig, Hodgeheg, Diary of a Killer Cat, Billy the Bird, Butterfly Lion, The Iron Man, James and the Giant Peach Upper KS2 Guided Reading: Reading Assessment Focus tasks linked to Bloom’s Taxonomy, Indian in the Cupboard, Wreck of the Zanzibar, Carrie’s War, Artemis Fowl

Hello! I created this for a pupil I was tutoring for the 11 Plus exam. But it can easily be used with a class/exam prep group. There are 10 words per page, written in sentences to support students deciphering words in context (10 pages in all). Definitions for the words are mixed up to the right to choose from. I have found this an extremely helpful way to expose my student to more vocabulary, connect it in context and continually revisit the words. I also write the words on coloured lolly sticks to play Boom (explained in resource). OPTIONS: Give out sheets with sentences and definition choices. Pupils write the number of definition next to vocabulary word after reading sentences (drawing lines across gets messy). More challenging: Give the sheets without the definition choices. Pupils write a simple definition next to word above sentence. Give quiz at the end of the week and/or randomly over the next few weeks/months. ANSWERS INCLUDED for you or students to use for marking I hope it helps! I will be creating more that include crosswords, so look out for that in the future. Best, Kelli

WHAT’S INCLUDED: -genre posters (large and mini) -reading rockets for reading challenge -reading record cards -library labels (two different options) -reading challenge labels (genre and planet names) -zip file for A4 (UK, AU) and zip file for US Letter (US) Posters include: Biography & Autobiography, Informational & Reference, Fantasy, Realistic Fiction, Historical Fiction, Mystery, Science Fiction, Classic, Humour, Poetry and Traditional Tales. One of my goals this year was to encourage our students to discuss genre more frequently. I started the year with these posters to create a display board about genre and included some author info posters and photos of students holding books they enjoy, along with some written bits and pieces from pupils about books they recommend, books they want to read this year, etc. Later on, I moved these posters to my classroom and added mini-posters to our library door. Tip: print the questions/title (Which genre do you enjoy?) on coloured paper to stand out. In addition to the display boards, I organised a large portion of our library books into book baskets by genre and authors (with laminated labels). I also have my Year Five and Six pupils record books they read on a card where they have to write down what genre the books are. Additionally my Year Five reading challenge is centred around genres (rockets reading challenge: each planet represents a genre; read a book, write a book review and get genre ticked off on individual rocket). Hope you can use some/all of the resources! Kelli x

Hello! I made this spelling rules reference for my students in my Year 4, 5 & 6 Booster Groups. I made several sets so that I have 2-3 sets for school, and a few sets to send home with students. The cards start with tricky sounds and move on to explaining spelling rules with examples (taken from National Curriculum spellings). There are 67 pages!! Additionally I have resources for Phases 2-5, National Curriculum Year 3, Years 3 & 4 and Years 5 & 6 word list on TES. This is a bit time-consuming to make, but I feel that it is absolutely worth it. Through trial and error, I have fixed the document so that hopefully it is not as labour-intensive for you as it was for me initially. STEPS: 1. Decide how you will copy the word lists. I chose to copy the cover on a separate colour. NOTE: colour is a big deal. The children really like the colour! Then I copied each section on one colour, the next section on another colour, etc (there are 7 sections). I did this so that when students practise with their cards, they can break them up by colour (for example practising the yellow cards on Monday, the orange cards Tuesday, etc). For some of the sections there are many example cards-don’t feel you have to use all of them! Equally if I didn’t include specific sounds that you need for your students (as in the first section which has ‘r’ words, silent ‘e’, contractions etc, then you use the parent page as a template to create your own). 2. Laminate or print on cardstock. 3. Cut, hole punch and put on ring (as mentioned, this does take some time to assemble, but then the words are all in one place!) TIP: I told my students that this took a long time to put together and to really take care of it. I also told them to return it either when I ask or when they feel they have most of the rules mastered. It is not to keep forever! Since I made a point of telling them this, they seem to understand a bit more. I ask them frequently how it’s going with their cards and what strategies they have for practising their cards (some say their parents test them, some practise in the car, etc). I’ve had many parents tell me that they didn’t know how to help their child with the spellings before and that the cards have helped greatly. Best, Kelli

Hello! I recently made this key-ring word list reference for my students in my Year 5 & 6 Booster Group. I made a few sets so that I have 2-3 sets for school, and a few sets to send home with students. The words highlight special sounds and break words into syllables to help the children learn the words. The words are from the National Curriculum Year 5 & 6 word list. I have a similar resource for just Year 3 & 4 spellings. Additionally I have a resource for Phases 2-5 for a key-ring reference. This is a bit time-consuming to make, but I feel that it is absolutely worth it. Through trial and error, I have fixed the document so that hopefully it is not as labour-intensive for you as it was for me initially. STEPS: 1. Decide how you will copy the word lists. I chose to copy the cover (2 different options) on a separate colour. (NOTE: colour is a big deal. The children really like the colour!) Then I copied the first 8-9 pages on one colour, the next 8-9 pages on another colour, etc (there are 32 pages). I did this so that when students practise with their cards, they can break them up by colour (for example practising the yellow cards on Monday, the orange cards Tuesday, etc). 2. Laminate or print on cardstock. 3. Cut, hole punch and put on ring (as mentioned, this does take some time to assemble, but then the words are all in one place!) TIP: I told my students that this took a long time to put together and to really take care of it. I also told them to return it either when I ask or when they feel they have most of the words mastered. It is not to keep forever! Since I made a point of telling them this, they seem to understand a bit more. I ask them frequently how it’s going with their cards and what strategies they have for practising their cards (some say their parents test them, some practise in the car, etc). *I also included an editable letter for parents* I hope you can use this resource in some way! Kelli

I was the English Coordinator at a small private school for several years, teaching both Year Five and Year Six English. I found that after Christmas (and most 11+ exams), my Year Six pupils were becoming bored and disinterested in the typical English homework they had been doing for years. I wanted to find something that they would enjoy and that was also a review (since at that point I had taught my students for four terms). I came across a brilliant ‘project’ type homework where tasks were interlinked across a half-term. I can’t find the link now, but the first two I used were a ‘Mystery’ unit (the students choose an item that goes missing, describe the item, do a writing piece for the investigation, etc) and creating a class trip (students decide what the class trip will be, create advert, create information leaflet, etc). THEY LOVED IT! Each week they came back, eager to read their homework to each other and were genuinely enthusiastic about it. I was shocked! I left these homework units in Word so that you can edit it to the needs of your class. Please let me know if there is any problem with the format, as I noticed the files are in very old Word, so I hope it works! I included a document with checklists of the genres so that if you want to change out a week that has a persuasive writing piece, but diary recounts would be better suited for that week/your students, you can just cut and paste! Additionally, I added reading comprehension tasks every other week, but if want to change that to spelling, grammar, additional writing, etc: just change it! DIRECTIONS: Copy the two pages double-sided. Students can illustrate the front cover (or you can add a picture before giving out). Edit front cover for success criteria and when homework will be set and returned. Give due dates and have children write these in. Give appropriate paper needed for assignments (unless completed into exercise book) INCLUDES: -genre checklists -‘Amazon Jungle’ homework tasks -‘Restaurant’ homework tasks -‘Survivor’ homework tasks -‘Titanic’ homework tasks (or any historical event) -‘New Fish’ homework tasks (or any new species)

These ‘marking ladders’ are an essential checklist tool to be glued into exercise books for writing (fiction or nonfiction). In addition, I created two levels of the checklists to differentiate for varying abilities. I have used laminated writing checklists before but it is just not as accessible and handy as these checklists that go directly into notebooks. These cut right to the necessities and also include a line for students to WRITE A PERSONAL GOAL for their writing piece. DETAILS: –for Years 5-7 UK –fiction & nonfiction –adventure –autobiography –balanced argument –biography –description –dialogue –diary –explanation –fable –fantasy –folk tale –instructions –journalistic recount –formal leaflet –legend –formal letter –myth –non-chronological report –origin/creation –persuasive advert –persuasive argument –play script –poetry –point of view –recount –science fiction

I needed a fun way to practise the National Curriculum spelling words with my booster groups. I created these games to expose children to the words, discuss the syllables, discuss spelling patterns and practise writing them. My students have enjoyed them and even asked to have their own so they could play at home! The games cover Key Stage 2 spellings and have directions within the resource. The other games my students like are memory match and a game I call SPLAT! (also known as BOOM!) which is writing the spelling words on lolly sticks, as well a 1-2 lolly sticks that say SPLAT! and putting them in a cup/basket. Students take turns selecting a random stick, covering it and then writing it. If they are correct, they keep the stick. If wrong, they put the stick back in. If they get SPLAT, they have to put ALL their sticks back in! They loooove this game. Hope I can save you some time with these board games. It took a long time to put together but was definitely worth it! Best, Kelli I also added general spelling rule spellings to the Race to the Top game boards as well.

Hello! I recently made this key-ring word list reference for my students in my Year 4 Booster Group. I made a few sets so that I have 2-3 sets for school, and a few sets to send home with students. The words highlight special sounds and break words into syllables to help the children learn the words. The words are from the National Curriculum Year 3 & 4 word list. I have a similar resource for just Year Three spellings. Additionally I have a resource for Phases 2-5 for a key-ring reference. This is a bit time-consuming to make, but I feel that it is absolutely worth it. Through trial and error, I have fixed the document so that hopefully it is not as labour-intensive for you as it was for me initially. STEPS: 1. Decide how you will copy the word lists. I chose to copy the cover (2 different options) on a separate colour. (NOTE: colour is a big deal. The children really like the colour!) Then I copied the first 8-9 pages on one colour, the next 8-9 pages on another colour, etc (there are 37 pages). I did this so that when students practise with their cards, they can break them up by colour (for example practising the yellow cards on Monday, the orange cards Tuesday, etc). 2. Laminate or print on cardstock. 3. Cut, hole punch and put on ring (as mentioned, this does take some time to assemble, but then the words are all in one place!) TIP: I told my students that this took a long time to put together and to really take care of it. I also told them to return it either when I ask or when they feel they have most of the words mastered. It is not to keep forever! Since I made a point of telling them this, they seem to understand a bit more. I ask them frequently how it’s going with their cards and what strategies they have for practising their cards (some say their parents test them, some practise in the car, etc). *I also included an editable letter for parents* I hope you can use this resource in some way! Kelli

I created these spiral review notebooks for my Year 1 class. This PDF resource is aligned with the White Rose concepts but there is not a booklet for each unit (no positional words, measurement for example) however covers the major concepts of Number, Place Value, Shape, Money & Time. There are 28 booklets in total and 164 pages with 3-4 pages per booklets to practise the concept (sometimes more pages). Use as you see fit. Some may be too easy for some, but could be used for intervention for other students. I’ve used these booklets as morning work, work if they finish a maths lesson early and intervention. I have a little basket they put booklets in when completed and I mark at the end of the day. They work at their own pace and skill level. Assemble: -I copy the covers on coloured paper so the booklets don’t all look the same (and the kids like it!) except booklets #5 and 6 because I wanted some of the objects in colour but it’s not imperative. -I copy the corresponding pages and create an assembly line and then staple. Thanks for your purchase! I hope it helps your students and saves you time! Best, Kelli

Hello! I created these revision pages for my Year 1 class. They are aligned with the White Rose concepts but focus on the major concepts of Number, Place Value, Shape from the Autumn PUMA assessment. There are 46 pages in total, so please use as you see fit. I use these pages as an intervention resource with students (in addition to hands-on materials). Additionally, I have also sent home the sheet as extra homework. Included: -word problems -add and subtract to 10 -number bonds -number words -place value to 10 & 20 -counting -more/less, smallest/largest -days of the week, o’clock -number sequences -doubles -identify shapes <, >, = -order numbers -number representations -part-whole Thanks for your purchase! I hope it helps! Best, Kelli Relevant Resources

Hello! These are some little titles I created for your students to make words into small journals. You can extend this by having students create sentences with the words, draw pictures, create other words with the rime, sort words by real words and nonsense words, ect. This works perfect for small journals for literacy centers, start of the day, ect. Students take the initial sound and match up with a rime and record if it makes a new word. I’ve made it for CVC words, blends and rimes with digraphs. If the horizontal format is too confusing, I’ve also included a vertical format. I hope you find this useful and that it saves you time and paper! A4 and US Letter versions available.

I was the English Coordinator at a small private school for several years, teaching both Year Five and Year Six English. I found that after Christmas (and most 11+ exams), my Year Six pupils were becoming bored and disinterested in the typical English homework they had been doing for years. I wanted to find something that they would enjoy and that was also a review (since at that point I had taught my students for four terms). I came across a brilliant ‘project’ type homework where tasks were interlinked across a half-term. I can’t find the link now, but the first two I used were a ‘Mystery’ unit (the students choose an item that goes missing, describe the item, do a writing piece for the investigation, etc) and creating a class trip (students decide what the class trip will be, create advert, create information leaflet, etc). THEY LOVED IT! Each week they came back, eager to read their homework to each other and were genuinely enthusiastic about it. I was shocked! I left these homework units in Word so that you can edit it to the needs of your class. Please let me know if there is any problem with the format, as I noticed the files are in very old Word, so I hope it works! I included a document with checklists of the genres so that if you want to change out a week that has a persuasive writing piece, but diary recounts would be better suited for that week/your students, you can just cut and paste! Additionally, I added reading comprehension tasks every other week, but if want to change that to spelling, grammar, additional writing, etc: just change it! DIRECTIONS: 1) Copy the two pages double-sided. Students can illustrate the front cover (or you can add a picture before giving out). 2) Edit front cover for success criteria and when homework will be set and returned. 3) Give due dates and have children write these in. 4) Give appropriate paper needed for assignments (unless completed into exercise book) INCLUDES: -genre checklists -'Butterfly Garden' homework tasks -'Dream House' homework tasks -'Mountain Climbing' homework tasks -'Holiday' homework tasks -'Fruit and Veggie Garden' homework tasks Please check back in the future as I have more homework tasks that I am finishing up!

I created these posters for my Year Five class, and now Year Four and Year Six use them as well at my school. Year Three uses some of the posters. I tried to keep them as simple as possible and really found my pupils referred to them and used them as a tool. I did not put on the display board all at once, but gradually. The large posters (A4) give a brief definition of the terms, and the mini-posters (half an A4 page) have example sentences using the parts of speech. Includes: -noun -verb -adjective -adverb -preposition -article (option for determiner as well) -conjunction (option for connective as well) -interjection -pronoun -modal verb -relative pronoun -synonym -antonym -homophone -homonym *updated November 2016 with: -main clause -subordinate clause -adverbial clause -expanded noun phrase -active/passive voice -standard English/non-standard English -personal/impersonal writing Hope you find these useful and that it saves you time! Kelli comments always appreciated!

I have included the guided reading record sheet I use (not entirely mine as I found this somewhere and made some changes). The most important part of this document is the vocabulary I added. I went through each chapter and picked out vocabulary I thought was tricky. The vocabulary per chapter in the record sheet is not in abc order because it’s in the order that it comes up in the chapter. At the end of the document I arranged the vocabulary per chapter in abc order. I copy these (double-sided), laminate them and put a ring around them so students can each have a copy as sometimes they finish reading a chapter independently without me and need support. This vocabulary is CHALLENGING!! About this resource: I created this for a high ability guided reading group for Year 6. Please notice the pictures example I added at the end as well as a note. Other resources available: Guided Reading: Sheep-Pig, Hodgeheg, Diary of a Killer Cat, Billy the Bird, Butterfly Lion, The Iron Man, James and the Giant Peach Upper KS2 Guided Reading: Reading Assessment Focus tasks linked to Bloom’s Taxonomy, Indian in the Cupboard, Wreck of the Zanzibar, Carrie’s War, Artemis Fowl

PHONICS FLASHCARDS! -short vowels -consonant digraphs -long vowels -vowel digraphs 42 pages free! COVERS: short a short e short i short o short u wh/ph ch th sh a_e ai ay e/ee ea i_e o_e oa old u_e ar or/oor ow (ō) ow ear/er igh y/ie ir ur oo oo au aw ou air/are eigh & ear oy/oi ui/ew/ue wor & ng wr & kn dge/ge si/ti/ci soft c/g Use for segmenting, blending , identifying, sorting etc! Copy two of each and play memory/snap! I made these for my intervention group so I hope I can save you some time! Credit: large frame: Mr Magician small headers: Mad Clips font: Sandra Matadamas at Sweet Times in First

I’m the English Coordinator at a small little school and I took on the task last year of developing a guided reading programme for KS2 as I noticed this was missing from the school. I have included: -the recording sheet I use (not entirely mine as I found this somewhere and made some changes) -a sheet of individual pupil questions that they glue into their Reading Response journals after reading a chapter with the teacher (again not entirely mine as I found some questions here and there). It will save lots of paper as I got 8 sets of questions per page. I am sharing this guided reading resource with you in the hopes that it will save you some bit of time and enhance your guided reading lesson. I know I lose countless hours looking up resources, creating resources and copying resources myself, so if this helps you in any way, then I count that as a small victory for our educating community.

Working on word families, but not sure how to record it in notebooks? Here are a variety of ‘houses’ for your students to write in. You can extend by having them write the words again (with the remaining notebook page), draw pictures, or write in sentences. A4 and US Letter versions available.

Hello! I created these for my Year Four Booster pupils. I wanted my students to practise reading questions carefully and circling/underlining KEY WORDS in the questions. I copied these sheets on bright coloured paper, laminated them, cut them and put them in an envelope. This is why the concepts are mixed on some of the pages. I didn’t want the pupils to recognise that the ‘apostrophe’ questions were one colour, and the ‘comma’ questions were another colour. Therefore the students have to identify the key words in the questions. These cards need to be laminated so that the children can circle/underline the key words in the question, answer the questions and then the cards can be used over and over again. Also please note that the boxes for the commas and apostrophes are sometimes above and sometimes below the sentence. The assessments at my school are arranged this way, so I wanted my students to become familiar with it. Included: noun adjective verb adverb pronoun determiner preposition singular and plural nouns past/present/future tense verbs comma apostrophe subordinating connective root word prefix suffix speech marks Hope this can help your students! Kelli

Hello! I recently made this key-ring word list reference for students in my Year 2 & 3 Booster Groups. I made a few sets so that I have 2-3 sets for school, and a few sets to send home with students. The words progress through the phases in order to help the children learn the words (both reading and writing). The words are from the National Curriculum. I have a similar resource for the National Curriculum Year 3 & 4 Words that I'll put up soon, as well as Year 5 & 6. This is a bit time-consuming to make, but I feel that it is absolutely worth it. Through trial and error, I have fixed the document so that hopefully it is not as labour-intensive for you as it was for me initially. STEPS: 1. Decide how you will copy the word lists. I chose to copy the cover on a separate colour. (NOTE: colour is a big deal. The children really like the colour!) Then I copied Phase 2 on one colour, Phase 3 on another colour, Phase 4 on another colour and finally Phase 5 on another colour. I did this so that when students practise with their cards, they can break them up by colour (for example practising the yellow cards on Monday, the orange cards Tuesday, etc). 2. Decide if you're going to laminate or print on cardstock. 3. Cut, hole punch and put on ring (as mentioned, this does take some time to assemble, but then the words are all in one place!) TIP: I told my students that this took a long time to put together and to really take care of it. I also told them to return it either when I ask or when they feel they have most of the words mastered. It is not to keep forever! Since I made a point of telling them this, they seem to understand a bit more. I ask them frequently how it's going with their cards and what strategies they have for practising their cards (some say their parents test them, some practise in the car, etc). *I included an editable letter for the parents* I hope you can use this resource in some way! Kelli