8 Activities for Years 1 or 2 linked to the study of 1950’s Britain. Activity 1: My Kitchen Today Activity 2: Understanding a 1950’s Kitchen Activity 3: Let’s Go Food Shopping in the 1950’s Activity 4: Favourite Food now and then Activity 5: New Toy, Old Toy (Sort the cards into the box 2 sheet activity). Activity 6: Draw your home Activity 7: Understanding the Names of Different Homes All worksheets can be done as homework or for home learning. Taken from the KS1 History Resources File (available to purchase on our website). Leave a review

This non-fiction unit looks at persuasion and argument. Children will read and evaluate texts intended to inform, protest, complain or persuade. In doing so, they will consider how the texts are set out and what language devices are used. They will notice the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact; infer writers’ perspectives from what is written and from what is implied. Children will investigate the use of persuasive definitions, rhetorical questions, pandering and condescension. During the unit, children will write persuasive letters for real purposes, for example to put a point of view or comment on an emotive issue. The first two lessons focus on writing persuasively about environmental issues. The next two lessons look at formal and informal writing and at how to produce a balanced argument. In Lesson 5 the children will take part in a formal debate. The final lesson looks at a famous wartime speech by Winston Churchill. (This could be used separately during a history lesson.) Lesson 1: How big is your carbon footprint? • Evaluate texts intended to persuade. • Identify persuasive devices • Infer what is implied 2 Green letters• Know the features of a persuasive letter. 3 Exploring a controversial issue • To identify textual viewpoints – for, against and balanced. To explore the language and organisational features of texts presenting a specific argument/ point of view. 4 Comparing formal and informal texts • To identify and explore the features of formal and informal texts. • To listen for language variation in formal and informal contexts. • To employ the features and narrative techniques of formal and/or informal texts in their own writing 5 Establishing a viewpoint on a controversial issue • To participate in wholeclass debate using the conventions and language of debate, including Standard English. • To identify the ways spoken language varies according to differences in the context and purpose of its use. Analysing a famous speech • Listen to and understand a speech. • Recognise the use of repetition and emotive language. Leave a review

4 worksheets and 1 poster Designed to support the teaching of Commas. Sheet 1: to revise commas and full stops. Sheet 2: to explore the ways commas help to create meaning in a sentence. Sheet 3: to use commas to avoid ambiguity Sheet 4: to use commas to punctuate speech Taken from LCP’s Grammar and Creativity Year 5 book. Leave a review

See the full Instructions unit: https://www.tes.com/teaching-resource/year-2-english-literacy-instructions-unit-12330446 One lesson with plan and resources Good for introducing the topic of instructions WALT: Listen to instructions. • Follow instructions and give instructions on how to move. Focus on speaking and listening skills by getting the children to follow a chant. Leave a review

Racing to English Great resources for teaching English as an additional language. Free resource includes :- Set of photo cards and matching words. Picture Dictionary Sheet. Worksheets for oral and written work. If you are looking for a comprehensive English as an Additional language resource then see the full Racing to English resource on LCP’s website. For now, this is a great freebie that we wanted to share. Let us know what you think …

Taken from our Literacy Upper KS2 Resource file Includes lesson plans and resources Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story. Lesson 2: One powerful legend, two stories LO: To be able to compare different versions of a legend. Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas Lesson 4 Capturing the moment LO: To act out scenes from stories and to describe them in precise sentences. There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative. Leave a review

Taken from our Upper Keystage 2 Literacy Resource File Includes all lessons and resources Lesson 1: Inside a story- LO: To identify a point of view Lesson 2: 2 Ways into a story- LO: To identify how different stories are opened. Lesson 3: Colin Thompson’s stories and characters- LO:Identify the main parts of a story and to create a character profile Lesson 4:Tell me a story- LO:To experiment with writing in different styles. Lesson 5: Comparing story openings by Michael Morpurgo- LO:Compare the openings of two stories by the same author and comment on what makes an effective opening. Lesson 6 : Does Tomas Believe in Unicorns- LO:To explore characterisation through drama. Lesson 7:Tomas and the librarian- LO: To use empathy to explore the character of Tomas About this unit There are six units on fiction in this file for years 5 and 6. The second unit focuses on the work of modern authors of children’s fiction. We have chosen to focus on Colin Thompson and Michael Morpurgo, but it is possible to repeat some of the activities using books by other authors with whom the children may be familiar, such as Roald Dahl and David Walliams. The children will examine the story structures and aspects of each author’s style and will have opportunities to write short stories of their own. They will be encouraged to explore various characters and situations through role play and will work towards writing and staging their own short plays. They will develop the habit of keeping a reading journal (on paper or screen) as a way of supporting and extending reading. The Michael Morpurgo lessons are more challenging and you may wish to use them later in Upper KS2 than those on Colin Thompson’s books. The unit focuses on Books by Colin Thompson, for example The Paradise Garden, The Paperbag Prince, Falling Angels, Sid the Mosquito and other wild stories and I Believe in Unicorns and Why the Whales Came by Michael Morpurgo. Leave a review

Get the whole book via our TES shop 15 sheets with Answers Alphabet – to put words into alphabetical order. Compound Words – to investigate compound words. Thesaurus – to use a thesaurus to improve my vocabulary. Nouns – to revise word classes – nouns. Nouns – to recognise abstract nouns. Suffixes – to use suffixes: ship, ment, hood, ness. Pronouns – to revise word classes – pronoun. Possessive Pronouns – to use possessive pronouns correctly. Determiners – to explore determiners. Verbs – to revise word classes – verbs. Verbs – to choose the correct form of a verb. Verbs Challenge – to correct past tense verb endings. Prefixes – to use the prefix: re. Adjectives – to revise word classes – adjectives. . Adjectives Challenge – to revise word classes – adjectives Taken from: Grammar and Creativity for Year 4 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

Taken from our Year 2 Literacy Resource file. The unit, Instructions, builds on work done in Year 1 and has three phases, with oral and written outcomes and assessment opportunities at regular intervals. The focus is on following and giving instructions. Children begin with an oral phase, followed by a recognising, reading and following phase, and finally progressing to the written production phase. Within this context, children begin to explore the key structural features of instructions and learn to select the appropriate register and style necessary for instructions. This unit uses many curriculum areas in order to give children as much variety as possible in the instructions they read, follow and compose. Lesson 1 Listen and move • To be able to listen to and follow oral instructions. • To recognise an instruction because of its language style. • To be able to give oral instructions telling someone how to move Photo tableaux • To listen to, follow and give oral instructions explaining how to position one’s body. • To be able to look at a photo of a person and work out how to make another person recreate the same pose. 3 Let’s make a smoothie! • To follow instructions successfully to make a smoothie. • To identify the structure of an instructional text – in this case, a recipe. • To read and match instructions with pictures. 4 Mum’s birthday cake • To consolidate the text structure. • To practise reading and understanding a text which describes a process 5 Writing instructions for making things with paper • Recognise adjectives and nouns. • Be able to write numbered instructions. • Be able to extract a set of instructions from a report text. 6 Instructional texts • To recognise instructional texts from the language, topic and layout. • To complete a chart with information about an instructional text 7 How do I get there? • To use directions as a form of instruction. • To write and follow directions. 8 Looking at language • To use directions in order to focus on written presentation, specifically spelling, collocations and punctuation. Leave a review

FREE Phonics Resource takes a look at the long E sound. Designed for KS2 children who didn’t quite grasp phonics in KS1 … although perfect for any child who needs phonics help. If you want more, there is an interactive CD (PHONICS to SPELLING by Charlotte Raby) that is filled with excellent phonic activities, games etc. But for now, this a great resource to help instil phonics in a fun and memorable way. Like the resource? Leave us a review

Our Literacy Homework Activities for Year 6 provide forty-six challenging and engaging Literacy homework activities sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 6 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 6 and are designed to be used flexibly. They are intended to be used with an adult: it would be pointless for the child to do them alone. Much of the learning is in the interaction. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. They include parental guidance and spelling sheets, especially for Year 6 pupils. The Homework Sheets are in Microsoft® Word format and the activities also cover speaking and listening skills. Leave a review

Our Literacy Homework Activities for Year 4 provide forty-eight challenging and engaging Literacy homework activities sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 4 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 4 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. We’d love to hear how you’re getting on with these resources. They include parental guidance and spelling sheets, especially for Year 4 pupils. The Homework Sheets are in Microsoft® Word format and the activities also cover speaking and listening skills.

Includes: Sheet 1: Tense – to change the tense of verbs. Sheet 2: Tense Challenge – to change the tense of verbs. Sheet 3: Tense Challenge – to keep the same tense throughout a piece of writing. Sheet 4:Tense Challenge – to change irregular verbs to the past tense. Taken from our Grammar and Creativity Year 3 book. Easy to follow and use. Leave a review

Includes Poster: Understanding Clauses – explanation. Sheet 1: Clauses – to identify the main clause and subordinate clause. Sheet 2: Clauses Challenge – to add a main clause to complete a sentence. Sheet 3: Clauses Challenge – to create complex sentences by adding subordinate clauses. Sheet 4: Relative Pronouns – to recognise and use relative pronouns. Sheet 5: Relative Pronoun Challenge – to drop in clauses beginning with who, when, where, which, that. Taken from LCP’s Grammar and Creativity Year 4 book Easy to follow Leave a review

The titles of the 5 texts include 1 Numbers 2 Owls 3 Running 4 Boats through history 5 Maps The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

The titles of the 5 texts include Party plans I can… Time to pray Our writing table PE picture dictionary The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review Find us on Facebook

An introductory programme for children not yet ready to embark on the Renewed Literacy Framework Week 1- To recognise and write letters ‘s a t p i n e’ • To read first 23 High Frequency Words • To sound out and write VC and CVC words • To read and write a simple sentence SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters. SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum. How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6. What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet. Leave a review

Get 15 sheets or the whole book via our TES shop 5 sheets with Answers Alphabet – to put words into alphabetical order. Root Words – to extend my vocabulary using root words. Homophones – to investigate homophones. . Noun Phrases – to expand single nouns to noun phrases. Adjectives – to identify adjectives not placed next to a noun. Description – to use descriptive words to create a picture in the reader’s mind. Prefixes – to build words by adding prefixes: tele, circum, bi, trans. Verbs – to revise word classes – verbs. Verbs Challenge – to change the tense of verbs. Prefixes – to add prefixes to verbs: dis, de, over. Suffix Challenge – to change verbs into nouns using suffixes: tion, sion. Suffixes – to change nouns into verbs using suffixes: ate, ise, ify . Prepositions – to identify and use prepositions. Adverbs – to revise word classes – adverbs. Word Class Challenge – to revise word classes – adjectives, adverbs and nouns in similes. Taken from: Grammar and Creativity for Year 5 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

The topic Colour includes: Teacher’s notes Non-fiction: Ask the experts Story: Making rainbows Picture scene (real words): Making rainbows Picture scene (pseudo words): Rainbow wings Activity sheet 1: Colour 6 Activity sheet 2: Can you read a rainbow? Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

The purpose of this lesson is: to learn about the story of Theseus. Children should learn: • about one Greek myth in detail; • to answer questions showing understanding of myths and legends. Class objective: • to learn about the myth of Theseus and the Minotaur. Children should be able to: • understand the nature of a myth; • recount the story of Theseus and the Minotaur. Includes: Lesson Plans and Activities and the story