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The Teaching Deputy

Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 15 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.

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Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 15 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.
Descriptive Writing (4 weeks) unit based on The Wolves in Walls by Neil Gaiman

Descriptive Writing (4 weeks) unit based on The Wolves in Walls by Neil Gaiman

This is a 4 week unit of work that is based around Neil Gaiman’s ‘The Wolves in the Walls’ book. This is a challenging text, as it covers the issue of nightmares but it really engages the boys in my class. Neil Gaiman has a fantastic story telling ability (he also wrote Coraline). The end piece is designed to be a descriptive nightmare where the child experienced it learns what to do in their life after they wake up. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need to start teaching this tomorrow. Below are all the learning objectives and resources included for the unit: • To write a letter to a character in a book • To create a fantasy world • To select and retrieve key information • To discuss philosophical ideas • To find the meaning of words • To draw sound inferences, supported through reference to the text • To find the key features descriptive writing • To write sentences using conjunctions • To find near synonyms • To write produce internally coherent paragraphs • To write sentences with embedded clauses • To write about all 5 senses • To use a fronted adverbial to explain how, when or where something took place • To write expanded noun phrases • To plan my writing by discussing and recording ideas • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing • To revise, edit evaluate and improve my writing • To create illustrations for a piece of writing • To read my story to another pupil Resources Include: • 1 - Postcard from Lucy • 3 - Animals in Dreams • 3 - Animals in Dreams Reading Comprehension • 4 - Philosophical Questions • 5 – Wolves Word Mat • Lesson 5 Reading • 6 - Key Features of Descriptive Writing • 8 – Shades of meaning • 10 - Embedded clauses • 11 - 5 Senses • 11 - Fantasy Pictures • 12 - Fronted Adverbials WT • 13 - Monk & Monkey Photos • 14 – Storyboard • 16 - Success Criteria This unit of work uses the 3 stage planning process of: Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Acticitives can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Follow Up Story (3 weeks) unit based on Varmints  b y Helen Ward

Follow Up Story (3 weeks) unit based on Varmints b y Helen Ward

This is a 3 week unit which is inspired by the great text Varmints by Helen Ward. The story is a lovely tale of nature dealing with the imposing expansion of man-made developments but finding a way to survive. The theme of the book is regeneration and natures battle to survive in a man-made world. I have taught this in my class and have really enjoyed the wide-ranging elements from looking at deforestation to creating a plausible follow up to the story. I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 - Stimulate and generate- Learning outcomes *To compare a film version of a book *To write a character description of a varmint *To understand themes in a book *To identify specific techniques, explaining the effect on them as a reader *To discuss philosophical ideas *To take notes to summarise details *To debate an issue Stage 2 - Capture, Sift and Sort- Learning outcomes *To use personification to describe objects *To describe using figurative language *To write expanded noun phrases *To use different conjunctions Stage 3 - Create refine evaluate- Learning outcomes *To plan an alternative ending *To revise, edit evaluate and improve my writing *To write an alternative ending in the style of another author Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Explanatory Texts (4 weeks) unit based on Cracking Contraptions & Until I Met Dudley

Explanatory Texts (4 weeks) unit based on Cracking Contraptions & Until I Met Dudley

This is a 4 week unit of work that is based on the books 'Cracking Contraptions' by Wallace & Gromit and 'Until I Met Dudley' by Roger McGough (illustrated by Chris Riddell). The end piece of writing is an explanatory text that is based on an invention that the pupils have to design. This has always been a fantastic unit where pupil's are inspired to create a great explanatory text rich with technical language. There are lots of chances to link it with Science or Design & Technology work for circuits. The learning objectives for this unit of work are; Stage 1- Stimulate and generate- Learning outcomes • To understand the purpose of an explanation text • To write an explanatory text • To find evidence of an author’s style • To explain how to do something in a clear and logical sequence • To identify main ideas drawn from more than one paragraph Stage 2 - Capture, Sift and Sort- Learning outcomes • To find key features of an explanatory text • To write consistently in the present tense • To design a Cracking Contraption • To label a diagram • To write an opening statement • To label a diagram • To use causal conjunctions • To sequence in logical steps • To order an explanatory text correctly • To improve a given explanation text using time connectives • To write accurate titles for explanatory texts • To write complex sentences Stage 3 - Create refine evaluate- Learning outcomes • To create and label a Cracking Contraption • To write an explanatory text • To prepare a public presentation • To present clearly with good voice projection to an audience This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Follow Up Story (3 weeks) unit based on Varmints  b y Helen Ward

Follow Up Story (3 weeks) unit based on Varmints b y Helen Ward

This is a 3 week unit which is inspired by the great text Varmints by Helen Ward. The story is a lovely tale of nature dealing with the imposing expansion of man-made developments but finding a way to survive. The theme of the book is regeneration and natures battle to survive in a man-made world. I have taught this in my class and have really enjoyed the wide-ranging elements from looking at deforestation to creating a plausible follow up to the story. I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 - Stimulate and generate- Learning outcomes *To compare a film version of a book *To write a character description of a varmint *To understand themes in a book *To identify specific techniques, explaining the effect on them as a reader *To discuss philosophical ideas *To take notes to summarise details *To debate an issue Stage 2 - Capture, Sift and Sort- Learning outcomes *To use personification to describe objects *To describe using figurative language *To write expanded noun phrases *To use different conjunctions Stage 3 - Create refine evaluate- Learning outcomes *To plan an alternative ending *To revise, edit evaluate and improve my writing *To write an alternative ending in the style of another author Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Adjectives Word Mat (Over 350 different adjectives)

Adjectives Word Mat (Over 350 different adjectives)

This is an adjectives word mat I have made to support the writing in my class. I have these on every table during lessons to encourage pupils to use new words and to check the spelling of words they want to use. They are in alphabetical order so pupils can find the word they want to write fast. The different sections include: • Positive feelings • Negative feelings • Size • People • Objects • Time
mrichmond
Homonyms Word Mat

Homonyms Word Mat

This is a word mat for Homonyms that I use with my class. A Homonym is a word that has the same spelling or pronunciation as another word but a different meaning or origin.
mrichmond
Descriptive Writing (4 weeks) unit based on The Wolves in Walls by Neil Gaiman

Descriptive Writing (4 weeks) unit based on The Wolves in Walls by Neil Gaiman

This is a 4 week unit of work that is based around Neil Gaiman’s ‘The Wolves in the Walls’ book. This is a challenging text, as it covers the issue of nightmares but it really engages the boys in my class. Neil Gaiman has a fantastic story telling ability (he also wrote Coraline). The end piece is designed to be a descriptive nightmare where the child experienced it learns what to do in their life after they wake up. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need to start teaching this tomorrow. Below are all the learning objectives and resources included for the unit: • To write a letter to a character in a book • To create a fantasy world • To select and retrieve key information • To discuss philosophical ideas • To find the meaning of words • To draw sound inferences, supported through reference to the text • To find the key features descriptive writing • To write sentences using conjunctions • To find near synonyms • To write produce internally coherent paragraphs • To write sentences with embedded clauses • To write about all 5 senses • To use a fronted adverbial to explain how, when or where something took place • To write expanded noun phrases • To plan my writing by discussing and recording ideas • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing • To revise, edit evaluate and improve my writing • To create illustrations for a piece of writing • To read my story to another pupil Resources Include: • 1 - Postcard from Lucy • 3 - Animals in Dreams • 3 - Animals in Dreams Reading Comprehension • 4 - Philosophical Questions • 5 – Wolves Word Mat • Lesson 5 Reading • 6 - Key Features of Descriptive Writing • 8 – Shades of meaning • 10 - Embedded clauses • 11 - 5 Senses • 11 - Fantasy Pictures • 12 - Fronted Adverbials WT • 13 - Monk & Monkey Photos • 14 – Storyboard • 16 - Success Criteria This unit of work uses the 3 stage planning process of: Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Acticitives can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Alternative Ending (3 weeks) unit based on 'Fly Eagle Fly' by Christopher Gregorowski

Alternative Ending (3 weeks) unit based on 'Fly Eagle Fly' by Christopher Gregorowski

This is a 3 week unit of planning that supports pupils to write an alternative ending to an African folk tale about an eagle that thinks it is a chicken. The book is ‘Fly Eagle Fly’ by Christopher Gregorowski who was inspired to retell the story after his daughter became very ill. The theme of the book is about unlocking the potential in all and pupils I have used it with have always loved it. It is set in the country side of Ghana and has wonderful illustrations by Niki Daly. This is an important tale and the book has a foreword by Archbishop Desmond Tutu. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate & Generate learning outcomes • To write expanded noun phrases • To find the meaning of words • To understand themes in a book • To draw inferences from the text • To discuss philosophical ideas • To take notes to summarise details Stage 2 - Capture, Sift & Sort learning outcomes • To find the key features of descriptive writing • To use a fronted adverbial to explain how, when or where something took place. • To write expanded noun phrases • To write a descriptive setting • To use and punctuate direct speech • To use different conjunctions Stage 3 - Create, Refine & Evaluate learning outcomes • To plan an alternative ending • To revise, edit evaluate and improve my writing • To write an alternative ending in the style of another author x 2 lessons Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Flashbacks (4 Weeks) unit based on Oranges in No Man's Land by Elizabeth Laird

Flashbacks (4 Weeks) unit based on Oranges in No Man's Land by Elizabeth Laird

This is a 4 week unit of planning that produces a flashback recount from the time during the Lebanese civil war by a young girl called Ayesha. She has to brave the war zone to travel across enemy lines to find help for her sick granny by searching for medicine from a doctor. The story is fantastic and the writing produced as a result of it is even better. This text is best suited to Y4 and above as there are aspects of war such as loss (her mother dies after a shell hits their house) but the richness of the text has really engaged all my class and especially the boys. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate and generate- Learning outcomes • To write a flashback. • To find the meaning of words. • To retrieve and record information from text. • To take notes to summarise details. • To retrieve and record information from text. • To write a diary extract as a character from a story. • To retrieve and record information from text. Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a flashback. • To write expanded noun phrases. • To write similes using abstract nouns. • To find near synonyms of verbs. • To write in the past tense. • To write a descriptive setting. • To modify adjectives with adverbs. • To use a fronted adverbial to explain how, when or where something took place. Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing. • To convey viewpoint by writing in role. • To revise, edit evaluate and improve my writing. • To convey viewpoint by writing in role. Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Creative Writing (3 weeks) unit based on Leon & the Place Between by  Angela McAllister

Creative Writing (3 weeks) unit based on Leon & the Place Between by Angela McAllister

This is a 3 week unit of planning that produces a fantastic descriptive writing piece based on the beautiful picture book Leon and the Place Between. This is the story of a boy who gets whisked away during a magical trick at the circus to where magic exists. This unit always inspires some excellent creative writing as it so engaging. This text is best suited to lower KS2 but can easily be adapted to upper KS2. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate & Generate learning outcomes • Engage with a text through its setting. • Identify different word classes in a text (e.g. verb, adjective, noun, adverb conjunction, pronoun & preposition). • Modify sentences using a variety of word classes and adverbials. • Independent Writing – To write poetic sentences, using authorial techniques. • To cohesively join sentences to build stanzas within poems. Stage 2 - Capture, Sift & Sort learning outcomes • To make plausible inferences about a character’s emotions throughout a text. • To describe a character’s feelings & movements. • To sequence key events across a story. Stage 3 - Create, Refine & Evaluate learning outcomes • To write a descriptive opening passage using adverbial phrases. • To develop ideas to create a cohesive text. • To combine clauses to create compound and complex sentences. • To use embedded and relative clauses. • To infer feelings about a lesser known character in a text. • To conclude a story using ideas from a plan. • To use conjunctions to write complex sentences. • To be able to improve and edit writing based on feedback. • To publish work for a given audience and purpose. Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Prefix un Word Mat – Year 3 and 4 Spelling

Prefix un Word Mat – Year 3 and 4 Spelling

This is a word mat of words with the prefix un. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.
mrichmond
Explanatory Texts (4 weeks) unit based on Cracking Contraptions & Until I Met Dudley

Explanatory Texts (4 weeks) unit based on Cracking Contraptions & Until I Met Dudley

This is a 4 week unit of work that is based on the books 'Cracking Contraptions' by Wallace & Gromit and 'Until I Met Dudley' by Roger McGough (illustrated by Chris Riddell). The end piece of writing is an explanatory text that is based on an invention that the pupils have to design. This has always been a fantastic unit where pupil's are inspired to create a great explanatory text rich with technical language. There are lots of chances to link it with Science or Design & Technology work for circuits. The learning objectives for this unit of work are; Stage 1- Stimulate and generate- Learning outcomes • To understand the purpose of an explanation text • To write an explanatory text • To find evidence of an author’s style • To explain how to do something in a clear and logical sequence • To identify main ideas drawn from more than one paragraph Stage 2 - Capture, Sift and Sort- Learning outcomes • To find key features of an explanatory text • To write consistently in the present tense • To design a Cracking Contraption • To label a diagram • To write an opening statement • To label a diagram • To use causal conjunctions • To sequence in logical steps • To order an explanatory text correctly • To improve a given explanation text using time connectives • To write accurate titles for explanatory texts • To write complex sentences Stage 3 - Create refine evaluate- Learning outcomes • To create and label a Cracking Contraption • To write an explanatory text • To prepare a public presentation • To present clearly with good voice projection to an audience This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Oliver Twist Playscript

Oliver Twist Playscript

I wrote this Oliver Twist Playscript for a year 6 production. It includes all the song lyrics, character list, set production ideas and 21 pages of a script which lasts approximately 65 minutes. It was a great success when our school performed it. Scene 1 = The Orphanage Scene 2 = The Funeral Parlour Scene 3 = Meeting Dodger Scene 4 = Fagin's Gang Scene 5 = Oliver starts working for Fagin Scene 6 = Bill Sikes shows his true colours Scene 7 = Oliver settles into his new life Scene 8 = The truth will out
mrichmond
Fronted Adverbial Word Mat

Fronted Adverbial Word Mat

This is a list of over 140 fronted adverbials that include: • How • When • Where • Frequency This is a great resource to improve pupils sentence starters that I use in most creative writing sessions in my class.
mrichmond
Performance Poetry (2 weeks) unit based on The Sound Collector by Roger McGough

Performance Poetry (2 weeks) unit based on The Sound Collector by Roger McGough

This is a short 2 week unit of work that focuses on improving word choices through improving adjectives and culminates in pupils writing then performing their own poem. The poem they are end up writing is based on the Sound Collector by Roger McGough but it requires pupils to think of tastes or how something feels instead of sound. This unit always engages the pupils and is a great end of half term unit as it fully engages the class. I have included every resource you need to teach this unit tomorrow. Also below I have listed all of the learning objectives from the unit of work. Stage 1- Stimulate and generate- Learning outcomes • To learn and read a poem by heart. • To write about an Author’s style. • To perform a dramatic version of a poem. • To write a poem in another author’s style. Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a poem. • To write sentences with personification. • To write similes. Stage 3 - Create refine evaluate- Learning outcomes • To improve word choices by using thesauruses. • To write a Feel or Taste Collector poem. • To perform poetry. Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.
mrichmond
Greek Myths (4 weeks of planning)

Greek Myths (4 weeks of planning)

This is a 4 week unit of planning that supports pupils to write a Greek myth which they then act out in groups. I usually plan this before a class assembly so the pupils have their parents as the audience. All children love Greek gods and goddesses and this unit of work has never failed in supporting pupils write some excellent myths that are richly descriptive and engaging for the reader. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 = Stimulate & Generate • To watch and listen to ancient Greek myth stories. • To write a review of an ancient Greek myth. • To act out a Greek quest myth. • To take notes about ancient Greece. • To learn about and then to describe unfamiliar mythical creatures. Stage 2 = Capture, Sift & Sort • To find the key features of a myth. • To start sentences using verbs, adverbs and connectives. • To write a descriptive paragraph about a Greek God. • To write a descriptive setting. • To vary sentence openers. • To vary sentence structure and type for effect. Stage 3 = Create, Refine & Evaluate • To plan a quest myth. • To write a descriptive setting for my myth. • To edit and improve my work. • To write a build-up in my myth. • To write a conflict • To write a resolution for my myth. • To edit a piece of work. • To write a Greek myth. • To practise and perform my Greek myth. Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece
mrichmond
List of Abstract Nouns (80+)

List of Abstract Nouns (80+)

I have made a list of abstract nouns to help pupils in my class write more interesting expanded noun phrases. There are 82 different expanded noun phrases which are split into two categories; human qualities or characteristics and showing emotions or feelings.
mrichmond
Conjunction Word Mat

Conjunction Word Mat

This is a word mat I made for my class to help them choose the correct conjunctions for their writing. The list includes: • Causal • Comparative • Coordinating • Explaining • Listing • Opposing • Subordinating • Time There is also an explanation which I stick on the back of the list as a reminder to the pupils what a conjunction is.
mrichmond
Story Mountain

Story Mountain

This is a PowerPoint with a Story Mountain which is invaluable for pupils planning good stories. I have also included it in a pdf version for ease of printing.
mrichmond
Homograph Word Mat

Homograph Word Mat

This is a word mat for Homographs which are words that have the same spelling as another word, but a different meaning.
mrichmond
The Debate Game

The Debate Game

This is a great game to play in pairs or with the whole class. It really helps pupils to use persuasive language while improving their speaking and listening skills. They also love it. For Pairs You need 2 dice. The first player throws a dice for the horizontal and the second player throws a dice for vertical. You then choose who is for and who is against each statement. I usually choose the first round then the second round is chosen by whoever lost the first round and so on. Each pupil has to come up with the most reasons to support their side of the statement. The person with the most wins then you throw the dice again. For Whole Class You need 2 dice. The first player throws a dice for the horizontal and the second player throws a dice for vertical. You then choose who is for and who is against each statement. I usually choose the first round then the second round is chosen by whoever lost the first round and so on. The whole class decides, by raising hands, which was the most persuasive. It helps to limit the amount of time to say 1 minute each.
mrichmond
Contractions List

Contractions List

Here is a list of all the common contractions that I made for my class when they struggled to spell some of them. This is a great resource for children who struggle with contractions.
mrichmond
Homophones Word Mat

Homophones Word Mat

This is a word mat I have made for use in my class. A Homophone is a word that has the same sound as another but different meanings and or different spelling.
mrichmond