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Ryderdonna's Shop

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(based on 5 reviews)

I am a specialist leader in education for SPaG and have been supporting schools in the delivery of the SPaG curriculum for the last two years. I have 13 years of experience teaching Y6, but have worked across all year groups within KS1 and KS2 developing long term plans, assessment resources and lesson plans that promote active learning. The more structured approach to the subject has had a massive impact on writing standards, particularly among boys and less able writers.

I am a specialist leader in education for SPaG and have been supporting schools in the delivery of the SPaG curriculum for the last two years. I have 13 years of experience teaching Y6, but have worked across all year groups within KS1 and KS2 developing long term plans, assessment resources and lesson plans that promote active learning. The more structured approach to the subject has had a massive impact on writing standards, particularly among boys and less able writers.
Present tense subject-verb agreement
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Present tense subject-verb agreement

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This resource includes a comprehensive teacher Notebook which ensures the children are secure with singular and plural subjects before introducing them to 1st, 2nd and 3rd person. The resource then encourages the children to apply these skills by identifying singular, 3rd person subjects that will need an ‘s’ adding to the verb to maintain subject-verb agreement. It also asks the children to suggest subjects that will match the verb as well as looking at their ability to apply spelling rules when adding ‘s’ to a verb. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that introduces some of the more complicated rules for maintaining the subject - verb agreement.
Subordinating conjunctions
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Subordinating conjunctions

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This resource introduces the fact that clauses have a subject doing a verb before looking at how the addition of a subordinating conjunction can turn a main clause into a subordinate clause. It then focuses on how subordinating clauses can come before, after or be embedded within a main clause and the impact this has on the punctuation within the sentence. The challenge then asks the children to add their own subordinate clause to main clauses, which relies on them being secure on the difference between a phrase and a clause.
Multi-clause sentences
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Multi-clause sentences

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This lesson combines the children’s knowledge of using coordinating conjunctions, subordinating conjunctions and relative pronouns in order to create multi-clause sentences. At first, the children are challenged to identify and name the type of conjunctions in sentences before moving on to recognising main and subordinate clauses in two clause sentences initially, building to 3-4 clause sentences.
Hyphens in compound adjectives.
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Hyphens in compound adjectives.

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This resource includes a comprehensive teacher Notebook which introduces using commas between adjectives in extended noun phrases before looking at examples where two or more adjectives are acting together as one, and ensuring the children understand that these need a hyphen between them to connect them together rather than a comma. There is an independent work sheet for the children to put their knowledge into practice as well as providing an opportunity to revise different word classes. There is also a challenge activity that asks the children to identify how hyphens can help to avoid ambiguity in sentences when they are writing.
Present perfect tense
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Present perfect tense

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This resource includes a comprehensive teacher Notebook which ensures the children understand how to use the auxiliary verbs ‘has’ and ‘have’ before looking at how to use verbal rehearsal to identify the simple past tense and past participle forms of verbs. It then teaches them how to combine these skills to write in the present perfect form before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the present perfect tense and when to just use the simple past.
Coordinating conjunctions
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Coordinating conjunctions

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This resource introduces the coordinating conjunctions and focuses on how to use the more tricky ones (for, yet and nor) to join main clauses. It then looks at how coordinating conjunctions can also be used to connect words and phrases and the impact this has on punctuating sentences. The activities ensure the children can recognise the conjunctions within sentences as well as use them appropriately in their writing.
Phrase or clause?
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Phrase or clause?

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This resource introduces the fact that clauses have a subject doing a verb before looking at the difference between main and subordinate clauses. It then introduces phrases and helps the children distinguish them from the two types of clauses by focusing on their features. The challenge activity allows the children to mark and give feedback on some of the main misconceptions.
Using dashes for a range of purposes.
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Using dashes for a range of purposes.

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This resource teaches the children a variety of ways to use dashes effectively in their work from linking lists to main clauses; showing interruption or a change of thought in speech; and extending a main clause with an example, afterthought or explanation. The challenge then tests their understanding by seeing if they are able to identify when it is appropriate to use a dash and when they should be using a hyphen.
Reported to direct speech
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Reported to direct speech

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This resource initially guides the children in how to correctly punctuate direct speech. It then moves into converting reported speech into direct and takes the children through the steps of changing pronouns and determiners to 1st person and changing the tense to present tense verb forms as well as how questions may affect the word order. The challenge then offers an opportunity to consolidate their learning by converting all the reported speech in a passage to direct, and introducing new speaker, new line.
Semi colons and adverbial conjunctions
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Semi colons and adverbial conjunctions

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This resource teaches the children how to use the adverbial conjunctions ‘consequently’, ‘therefore’ and ‘as a result’ to show an ‘expected’ result, and ‘however’ and ‘nevertheless’ to show an ‘unexpected’ result. It then teaches the children how to use these adverbial conjunctions to join two main clauses punctuated correctly with a semi colon and a comma. The challenge asks the children to choose the most appropriate adverbial conjunction based on the content of the two main clauses.
Semi colons between main clauses
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Semi colons between main clauses

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This resource introduces the children to using a semi colon to separate two main clauses. It starts by ensuring the children can recognise main clauses. The children are then given a range of scenarios to decide whether the coordinating conjunction could be replaced with a semi colon. In order to do this, they need to decide whether both clauses are main clauses and closely linked in meaning. The children are then challenged to add a suitable second clause so that it can be separated from the first with a semi colon.
past perfect tense
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past perfect tense

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This resource includes a comprehensive teacher Notebook which ensures the children understand how to use the auxiliary verb ‘had’ before looking at how to use verbal rehearsal to identify the simple past tense and past participle forms of verbs. It then teaches them how to combine these skills to write in the past perfect form before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the past perfect tense and when to just use the simple past.
noun or a verb?
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noun or a verb?

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This resource includes a comprehensive teacher Notebook which introduces the fact that some words can belong to different word classes depending on how they are used in a sentence. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding as well as ensure that they are secure in the subject - verb - object structure of a sentence and how they can use this to determine whether a word is acting as a verb or a noun.
Past tense verbs (irregular)
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Past tense verbs (irregular)

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This resource includes a comprehensive teacher Notebook which introduces the children to irregular past tense verbs and promotes the importance of spelling them correctly. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that introduces them to the fact that some verbs are spelt the same in both the past and present tense.
The subject and punctuating sentences.
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The subject and punctuating sentences.

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This resource includes a teacher Notebook which introduces the various forms the subject of a sentence can take but in active ways that the children will enjoy. It also provides an ideal platform to consolidate the children’s understanding of what a sentence is in order to ensure they can use full stops accurately and consistently in their work. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding.
The object and punctuating sentences.
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The object and punctuating sentences.

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This resource includes a teacher Notebook which introduces the various forms the object of a sentence can take but in active ways that the children will enjoy. It also provides an ideal platform to consolidate the children’s understanding of what a sentence is in order to ensure they can use full stops accurately and consistently in their work. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding by ensuring they can distinguish between the object of a sentence and an adverbial.
adverbs and fronted adverbs
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adverbs and fronted adverbs

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This resource includes a comprehensive teacher Notebook to introduce the five main types of adverbs to the children - manner, time, place, degree and frequency. It takes the children through how to use them step by step and how to reorganise their sentence to include a fronted adverb. Once they are familiar with using them, there are some independent student tasks to ensure the children can recognise the range of different adverbs in sentences. The resource could be easily adapted to be used across KS2.
Adverbials and fronted adverbials
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Adverbials and fronted adverbials

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This resource includes a comprehensive teacher Notebook to introduce the four main types of adverbials to the children - manner, time, place and frequency. It takes the children through how to use them step by step and how to reorganise their sentence to include a fronted adverbial. Once they are familiar with using them, there are some independent student tasks to ensure the children can recognise a range of different adverbials within sentences. The resource could be easily adapted to be used across KS2.
Present progressive tense
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Present progressive tense

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This resource includes a comprehensive teacher Notebook which ensures the children can maintain subject - verb agreement with ‘am’, ‘is’ and ‘are’ before looking at spelling rules for adding ‘ing’. It then teaches them how to write in the present progressive before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the progressive tense and when to just use the simple present.
Relative pronouns/ omitted pronouns
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Relative pronouns/ omitted pronouns

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This resource teaches the children how to use the 5 relative pronouns, including the more complex pronouns ‘whose’ and ‘whom’. The challenge then looks at defining and non-defining clauses to help the children understand when they can use ‘that’ before focusing on the conditions that are needed for the pronoun to be omitted from the relative clause completely.