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This is a full lesson teaching how to use subordinating conjunctions, complete with all the activities you need PLUS a review of coordinating conjunctions. Subordinating conjunctions are used to link a main clause with a subordinating clause. Some examples of subordinating conjunctions include: after, although, because, as, since, whereas, before, when, where, whilst, so that etc. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use subordinating conjunctions. In addition to teaching how to use subordinating conjunctions, the lesson also includes a review of coordinating conjunctions. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Review of coordinating conjunctions √ Differentiated questioning (3 levels) √ Teaching input - what are subordinating conjunctions, example sentences, the meaning of the prefix ‘sub’ √ Guided/ whole class activities √ Information slides - when subordinating conjunctions can come at the start of your sentences, fronted adverbials, correct punctuation √ Multiple differentiated independent consolidation activities (3 levels) √ Review activities and mini plenaries throughout √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to identify the theme in a text, complete with all the activities you need to consolidate this skill. The theme of a story is the message, moral or life lesson that the author wants us to learn from the events in the story. Themes can be generalised to the real world and are not specific to the characters and events of the story. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the theme in a text. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking √ AFL Question √ Teaching input - what a theme is, what a theme is not and how we can identify the theme in a text √ Examples of themes √ Guided/ whole class consolidation activities - reading tasks - identify the theme √ Differentiated questioning √ Differentiated independent consolidation activity (3 levels) √ Extension task - writing activity to deepen learning √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource is a ready-to-teach PowerPoint presentation providing all the information and activities you require to teach ESL learners how to name and identify numbers, days of the week, months of the year, seasons and state dates in English. Suitable for both child and adult learners, this resource can be used online or in the classroom and is suitable for one-to-one or groups of learners. Created by Teacher Kaylee, a fully-qualified international school teacher, this lesson can be taught as a stand-alone lesson or as part of the Firefly Learner ESL English course (this lesson is unit 2, lesson 1). This is a PowerPoint presentation lesson covering the following: LO: To be able to count to 1000 and name the days of the week and the months and seasons of the year Success Criteria: I can count to 1000. I can name and identify the days of the week. I can name the months and seasons of the year. I can use ordinal numbers (first, second, third etc.) I can state different dates. The presentation includes the following: ✓ Learning objective and success criteria ✓ Starter and plenary activities ✓ Assessment of prior knowledge ✓ Teaching input (vocabulary & meanings, sentence construction, grammar points) ✓ Huge array of consolidation tasks (match ups, fill in the blanks, multiple choice questions, anagrams, ordering tasks, rebus puzzles, quiz etc.) ✓ Speaking, listening, reading & writing tasks ✓ Application & extension tasks ✓ All answer slides

This is a full lesson teaching how to identify the main idea in a text, complete with all the activities you need to consolidate this skill. The main idea in a text is the key point that the writer wants the reader to know. This can be explicitly stated with a ‘topic sentence’, usually at the start or end of the paragraph, or it can be implied, in which case you may need to use some extra methods for identifying the main idea. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the main idea in a text. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking creatively √ AFL Question √ Teaching input - what is the main idea and how can we find it in a text? √ Examples of explicitly stated main ideas in topic sentences √ Guided/ whole class consolidation activities √ Differentiated review activity √ Differentiated independent consolidation activities (3 levels) √ Extension task - writing activity to deepen learning √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching students how to identify different examples of figurative language (similes, metaphors, personification, alliteration and onomatopoeia) in various texts and then create their own in their writing. This lesson teaches children how to identify examples of similes, metaphors, personification, alliteration and onomatopoeia in texts. It teaches them how to explain what each of these features are and also to consider the impact of such figurative language on the reader. It encourages learners to examine the writer’s intent when using such techniques. As the lesson develops, children start creating their own examples of each figurative language feature and then start using them in their own writing to create various effects. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the following figurative language features: similes, metaphors, onomatopoeia, personification and alliteration. It also teaches children how to incorporate figurative language into their own writing. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking creatively √ AFL Question √ Teaching input - what is each example of figurative language √ Examples of each figurative language feature in reading texts √ Guided/ whole class consolidation activities √ Differentiated review activities √ Differentiated independent consolidation activities (3 levels) √ Application tasks - writing activities involving using figurative language in own writing √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to skim-read a text, complete with all the activities you need to consolidate this skill. What is the difference between skimming and scanning? When we skim-read, we read a text quickly to get the main idea (the gist). We want to find key information such as who the text is about, where they are and what is happening. On the other hand, scanning is where we read a text to find specific information such as the answer to a question. We still read quickly, but this time we are looking for something in particular. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to skim-read a text. It also includes a brief introduction to scanning by way of the plenary. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to assess current understanding of skim-reading √ Teaching input - what does ‘skimming’ mean? What is the difference between skimming and scanning? √ Examples of suitable questions for determining the gist of a text √ Guided/ whole class consolidation activities √ Six texts for skim-reading practice √ All answer slides √ Plenary - AFL - Intro to scanning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 2 to 5 how to plan and write engaging and well-structured book reviews. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Differentiated starter activity (3 levels) √ Teaching input/ information slides √ Example of a good book review √ Feature checklists for each part of a review √ Whole class/ shared writing activities √ Independent writing tasks √ Speaking, listening, reading & writing tasks √ Differentiated checklists for writing task (3 levels) √ Peer review tasks √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own book review Success Criteria: I can read and understand a book review. I can describe the structure of a book review. I can explain the purpose of a book review. I can identify key details of a book. I can summarise a story. I can describe my opinion of a book. Lesson details: Starter activity - differentiated match up task for text types and their purpose (3 levels of differentiation) Teaching input/ information slides - reviews and book reviews Consolidation task Whole class speaking activity - mind map Example of a good book review (four slides) Info slides - structure of a book review + consolidation task Shared/ modelled write task + guide Independent write + differentiated feature checklists for book reviews (3 levels) Plenary - peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Everything you need to teach a complete and outstanding lesson on how to use embedded clauses! Plus, there’s no printing required - all the activities are included in the presentation! A clause is a group of words containing a verb and expressing a complete idea. An embedded clause is a type of clause that comes in the middle of a main clause and which adds extra information. An embedded clause is punctuated with commas either side of it. E.g. The tornado, which the people had been warned about, ripped through the village. This resource is a PowerPoint presentation which contains all the information slides and consolidation activities you need to teach children how to use embedded clauses in their writing. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ Information and explanation slides √ Shared/ whole class consolidation activities for each learning point √ Independent, differentiated activities (3 difficulty levels) √ Activities reviewing relevant prior learning √ Answer slides √ Written and reasoning activities for applying the learning √ Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic character descriptions. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good character descriptions & feature identification tasks √ Speaking, reading, writing and grammar tasks √ Explanations and examples of how to use each structural and language feature in your own character descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Feature checklists √ Writing inspiration Learning Objective: To identify the features of and write my own character description Success Criteria: I can read and understand a character description. I can identify the structural features of a character description (paragraphs, most obvious details described first, describes both appearance, personality and life details). I can identify the language features of a character description (fronted adverbials, powerful verbs, adjectives, adverbs, figurative language etc.) I can write my own character description. I can check my work against a feature checklist. Lesson details: Starter activity - Quick creative writing task Review of revelant prior learning - What are characters? Where do we find character descriptions in a story? What tense are stories usually written in? Review of revelant prior learning - Adjectives and their importance in descriptions Mini-plenary reviewing teaching input Speaking and listening task - describing and drawing a character activity Teaching input/ information slides - structure of character descriptions (appearance, personality, additional details, most obvious information first etc.) Differentiated consolidation activity (3 levels) - structure of a character description Reading task - example of a good character description Grammar task (differentiated 3 levels) - using ‘was’ and ‘had’ correctly to describe character traits Input - language features of powerful descriptions (fronted adverbials, powerful verbs adjectives, adverbs, conjunctions etc.) + consolidation activities (identifying features in the character description) Whole class writing task (model/ shared write) Independent writing task (writing stimuli included) Differentiated feature checklist for each ability level (3 levels) Plenary - adjectives game PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past perfect tense. The past perfect tense is made from the word ‘had’ plus the past participle of the verb. It is used to: Set the scene and explain what happened before a story or event took place, Describe the earlier of two events that happened in the past (in such cases, it is usually joined to a clause in past simple using a conjunction) This lesson presentation on the past perfect tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past perfect tense) √ Multiple consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past perfect tense etc.) √ Independent activities and application tasks (3 levels of differentiation) √ Differentiated support sheets for those who need them √ Extension of learning - looking at why we use the past perfect tense √ Speaking and listening tasks/ reasoning questions √ Writing/ Homework challenge - past perfect tense writing task √ Plenary activity - AOL The lesson covers the following: Review of past simple, past continuous, present simple and present continuous tenses and why we use them The difference between present perfect and past perfect tense Regular and irregular verbs in their past participle form Base tense, past simple and past participle verb forms How to construct sentences in past perfect tense Why we use the past perfect tense (to set the scene before decribing a story or event and to describe the earlier of two events that happened in the past) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation teaching what the past simple tense is, why we use it and how to write in the past simple tense. The past simple tense is used to talk about things that have already happened. It is used especially for describing things that we know when happened. All clauses (and so sentences) must have a verb. Verbs tell us the tense of a clause. We distinguish between regular and irregular verbs. Regular verbs are verbs which follow a rule to change to past simple (we add the suffix -ed to these words). Irregular verbs do not follow a rule to change to their past tense form. This lesson includes: √ Complete PowerPoint presentation for the full lesson √ Learning objective √ Three success criteria √ Starter activity √ Teaching input & information slides √ Consolidation activities √ Differentiated independent activities √ Differentiated questioning √ Speaking, listening, reading and writing tasks √ Extension & application tasks √ Plenary activity The lesson covers: Identifying the verbs in sentences Distinguishing between regular and irregular verbs Changing regular verbs to their past simple tense form Common irregular verbs in the past simple tense form Forms of the verb ‘to be’ (brief introduction) How to write in the past simple tense When to use the past simple tense/ why we use it PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson teaching the difference between when to use ‘a’ and when to use ‘an’. We use ‘an’ in front of words (nouns and adjectives) which begin with a vowel letter (a, e, i, o and u). We use ‘a’ in front of words which begin with a consonant letter. The presentation consists of 27 slides and multiple activities helping children develop a solid and secure understanding of the differences between using ‘a’ and ‘an’. The lesson includes: √ Learning objective √ Three success criteria √ Starter activity - AFL - fill in the blanks √ Teaching input slides - Explaining when to use ‘a’ and when to use ‘an’ √ Recap/ Mini Plenary activity √ Consolidation activities √ Extension activity √ Differentiated independent task √ Writing task - application for learning √ All answer slides √ Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between the homophones there, their and they’re, complete with all the activities you need - no printing required! ‘Their’ is used to show possesion - to talk about things which belong to them. (e.g. That is their car.) ‘There’ is used to begin statements or to refer to a place. (e.g. There are lots of acorns in that tree over there.) ‘They’re’ is the contracted form of ‘they’ and ‘are’. (e.g. They’re playing outside.) This resource is a PowerPoint presentation which includes the activities you need to teach children the difference between their, there and they’re. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - assessment for learning √ Teaching input - the difference between their, there and they’re with example sentences √ Questions and challenges √ Differentiated consolidation activities (3 levels) √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Before children try to write a non-chronological report, they need to know what one looks like, they need to know how it should be set out and they need to know what features to include. This resource includes everything you need to teach children grades 3 to 6 about non-chronological reports and their features. It includes two example non-chronological report texts for you to examine in class. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good non-chronological reports √ Speaking, listening, reading and writing tasks √ Explanations and examples of how to use each structural and language feature in your own non-chronological reports √ Consolidation tasks for each feature √ Whole class and independent activities √ Feature checklist √ Plenary Learning Objective: LO: To identify the structural and language features of a non-chronological report Success Criteria: I can distinguish between fiction and non-fiction. I can explain the meaning of ‘non-chronological’. I can describe how a non-chronological report is structured. I can identify language features of a non-chronological report. Lesson details: Starter activity - Sorting texts task Review of revelant prior learning - fiction & non-fiction Teaching input - meaning of non-chronological Example of a non-chronological report (6 text slides) Teaching input - structure of a non-chronological report, explanations, examples and consolidation tasks for these features (headings, sub-headings, an introduction, paragraphs, facts, photos, diagrams, key information boxes) Teaching input - language features of a non-chronological report, explanations, examples and consolidation tasks for these features (present tense, third person, generalisers, technical vocabulary, factual adjectives, formal language) Independent consolidation task Example of a non-chronological report (5 text slides) Feature checklist Plenary - Assessment of learning task This lesson can be a stand-alone lesson showing the features of a non-chronological report but it can also be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson one of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts Lesson 2 - Conduct own research into a topic and present findings (/teaching-resource/-13117269) Lesson 3 - Write own non-chronological report (/teaching-resource/-13118600) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write instructions and recipes. It includes teaching input/ information slides for the structural and language features of instruction texts, an example of an instruction text, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of an instruction text √ Speaking, listening, reading and writing tasks √ Feature checklist for instructions √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own set of instructions Success Criteria: I can read and understand a set of instructions. I can identify the purpose of a set of instructions. I can describe the structure of a set of instructions. I can identify the language features of a set of instructions. I can write my own set of instructions. Lesson details: Starter activity covering purpose of instruction texts, the difference between fiction and non-fiction and introducing recipes Teaching input - explaining what instructions are Example of a set of instructions (recipe) Speaking and listening task - mind-map of features Teaching input - Structural features of instructions + consolidation task: - Heading and subheadings - A list of ingredients - A list of equipment - Method - Bullet points and numbered points - Preparation time Teaching input - language features of instructions + consolidation tasks: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - instruction writing Independent and differentiated consolidation writing task (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to use coordinating conjunctions. Coordinating conjunctions are used to link two main clauses, or two equal parts of a sentence together. We can use the acronym FANBOYS to help us remember the seven coordinating conjunctions: for, and, nor, but, or, yet & so. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use coordinating conjunctions. In addition to teaching how to use coordinating conjunctions, the lesson also explains the difference between coordinating conjunctions and subordinating conjunctions and briefly introduces subordinating conjunctions at the end, in preparation for the next lesson. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Teaching input - what are conjunctions, there are two main kinds (coordinating and subordinating conjunctions) and the key differences between these. √ Review activities and mini plenaries throughout √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ All answer slides √ Plenary - Extend the learning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is the sixth lesson you need to start teaching children how to read and write! Focusing on the letter n, this lesson introduces the letter, the sound it makes and how to identify the initial, middle and end sound and letter of words. It is the sixth lesson of phase 2 phonics and includes all the information and activities you need to introduce this letter and the sound it makes. In phase 2 of phonics, children meet the letters of the alphabet and the sounds that they make. They learn how to identify the initial, middle and end sound in CVC (consonant - vowel- consonant) words in preparation for learning how to segment and blend. From lesson 3, they start to decode words into the sounds they know in order to start reading as well as encode sounds into letters in order to begin writing. As they progrss through phase 2 of phonics, they will start writing simple sentences composed of phonetically decodable and high-frequency words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 2 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 2. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: s a t p i n m d g o c k ck e u r h b f ff l ll ss The presentation includes: √ Learning objective and success criteria √ Phase 2 phonics sound mat √ Review of prior learning √ Games, videos and activities introducing the sound √ Activities for identifying initial sounds and letters √ Activities for identifying middle sounds and letters √ Activities for identifying final sounds and letters √ Letter formation practice √ Decoding activities (preparation for reading) √ Encoding activities (preparation for writing) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to draw inferences about what characters are thinking and feeling as well as what their motives and intentions are. It also covers making inferences from description, dialogue and action. This lesson is complete with all the activities you need to teach and consolidate this skill. An inference is an idea that is based on clues and implied details. Authors do not always explicitly state their meaning. Instead they may provide enough details to enable the reader to make an inference. We can make inferences about almost any detail in a story. We may infer what characters are thinking and feeling as well as what their intentions and motives are. We may also infer the setting from the description, character traits from dialogue or what is happening from descriptions of action. Predictions are also a type of inference made about the future. This lesson covers all these aspects of making inferences as well as how to support our inferences with evidence from the text. It is suitable for KS2 children and includes differentiated activities including reading and writing tasks designed to enable students to apply their understanding to their own work. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to make inferences. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ AFL Questions √ Teaching input - what are inferences and how can we draw them? √ Multiple reading exercises √ Multiple inference-making tasks for inferring feelings, thoughts, motives, intentions, the setting, character traits and events √ Teaching input - predictions √ Multiple prediction-making tasks √ Guided/ whole class consolidation activities √ Differentiated independent application activities (3 levels) √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a complete lesson teaching children how to identify, read and write the ‘ai’ digraph of phase 3 phonics. This lesson introduces the ‘ai’ digraph and the sound that it makes (a long vowel /ay/sound as in train). It is designed to be the FIRST lesson in a series of phase 3 lessons that build on prior learning from phase 2. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. These lessons follow on from the phase 2 phonics lessons where the most commonly used letters and sounds are learned and children practise segmenting and blending mostly CVC (consonant - vowel - consonant) words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 3 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 3. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: ai air ar ch ear ee er igh j ng oa oi oo (long) oo (short) or ow qu sh th ur ure v w x y zz The presentation includes: √ Learning objective and success criteria √ Phase 3 phonics sound mat √ Review slides for phase 2 phonics √ Games, videos and activities introducing the sound √ Segmenting and blending reading activities √ Segmenting and blending writing activities PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to use possessive apostrophes. Possessive apostrophes are apostrophes used to show that something belongs to something else e.g. cat’s whiskers This resource is a PowerPoint presentation which includes a full lesson’s worth of activities for teaching children how to use possessive apostrophes. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of relevant prior learning (contractions and plurals, including irregular plurals) √ Teaching input - what are possessive apostrophes and how to use them √ Consolidation activities √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ Extend learning - Looking at exceptions √ Speaking and listening, reading and writing activities √ Plenary - Reasoning Task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.