4th year teacher sharing classroom resources! Currently working at a SEN secondary school for pupils with MLD, ASC, and SEMH needs. The majority of the resources here will be primary curriculum edited for secondary pupils, or secondary resources simplified.
4th year teacher sharing classroom resources! Currently working at a SEN secondary school for pupils with MLD, ASC, and SEMH needs. The majority of the resources here will be primary curriculum edited for secondary pupils, or secondary resources simplified.
A sorting activity that has the features of non-fiction texts, and their matching purpose in the text. Pupils will have the features, for example, subheadings, and sort through until they find the card that explains what subheadings do for the reader.
This is a complete lesson to go with the Texts that Teach book, Penguins. Included is a ppt with a speaking and listening warm up, a recap of past learning, differentiated learning for 3 levels, pupil activity sheets, and adult instructions for supported scaffolding / assessing learning.
Essential Learning Question: Can I identify nouns / verbs / adjectives for my innovated research? Warm up: Can I make sentences that make sense? Can I identify features of sentences from my imitated text?
This is a lesson that was taught for year 7 SEN, but is following the primary Texts that Teach sequence!
This is a complete lesson (lesson plan, powerpoint, warm up activity with visuals, worksheet) for 3 adapted groups within the texts that teach sequence. Pupils work in their groups, with their texts, to box up their writing.
Essential Learning Question: Can I write up my innovated text?
Warm up: Can I make sentences that make sense? Can I sequence sentences in order from the text? Can I identify past tense verbs?
An English activity based on the book If I Were Teacher For A Day. 3 adapted activity sheets: writing sentences based on what pupils see happening in the pictures before them, writing about what they would do if they were teacher for a day using book pictures as supports, and an independent write.
Designed as an independent activity, pupils are given two lists. Each list has a sentence starter, which they copy. Pupils then move to the second list, and choose one of the three options for how they want the sentence to end, and complete their sentence. This builds pupil confidence, ability to attend to a task independently, and support vocab choice through sentence scaffolds.
Pupils watch a short video about Amelia. They think of a list of questions to ask her, and write them down. They then use technology and books to try and answer their questions.
Pupils write or draw about what they think the story might be about. Then, the class teacher begins to read the story, stopping when Rusty gets to the fountain. Pupils then write or draw how they think the story ends before it’s read out to them.
This is an activity supported by the Text That Teach sequence. Pupils will be given a picture showing Little Red Riding Hood and the Wolf. Pupils will be asked to write about what each character might be saying in each picture.
An adapted activity from the planning for Texts that Teach Shaun the Sheep, pupils watch a variety of Shaun the sheep clips, identify what they find funny / interesting, and write / draw it.
An activity sheet that follows along with the Texts that Teach sequence for The Day Louis Got Eaten. The story is broken down into sequential steps, with questions for pupils to answer in order to fill in each box. Answers are provided as well. The sheet is colour coded for supporting learning.
This is an activity sheet that follows with the Texts that Teach sequence for The Day Louis Got Eaten. Pupils complete a warm up, adding capital letters and full stops to some pre written sentences, before writing sentences to describe Sarah’s bike from the story.
LQ: Can I finish the story using purposefully chosen adjectives?
Warm up asking pupils to complete captial letters and full stops, followed by using purposefully chosen adjectives to continue the story. Visual to prompt, story starter, and word bank included.
This is an activity sheet that follows the Texts that Teach sequence for The Slime book, identifying imperative verbs that make a command, and then turning sentences into commands.
