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A knowledge organiser for English used in LKS2. Book: The BFG by Roald Dahl Writing purpose: Writing to entertain Text: The BFG

A knowledge organiser for English used in LKS2. Book: Stone Age Boy by Satoshi Kitamura Writing purpose: Writing to entertain Text: Stone Age Boy

A knowledge organiser for English used in LKS2. Book: Leon and the Place Between by Graham Baker-Smith Writing purpose: Writing to inform Text: Leon and the Place Between

This resource contains three thoughtfully designed free write activities aimed at fostering independence and effectively serving as transition activities. Each slide includes a relevant visual image to provide contextual support, along with inspiring sentences and carefully selected vocabulary to lower cognitive load and assist learners. The resource is highly flexible and can be modified to accommodate various needs, making it suitable for implementation in Key Stage 2 while also having the potential to be simplified for Key Stage 1.

This resource is an exceptional tool for introducing new and unfamiliar vocabulary while providing a rich context for children. It is highly effective for use across KS2 and can easily be adapted for KS1 as well. What is a vocabulary word map? A word map is a friendly visual tool that enhances vocabulary skills. It allows students to define words, find synonyms and antonyms, and create pictures for concepts. Word maps make learning interactive and work great with read-alouds and can be displayed in the classroom.

I have compiled a list of engaging activities that are great for retrieving information in the classroom. They are versatile and can be adapted for different subjects. Those include: Quick Burst Write/Short Burst Write Magpie Brain dump Show Not Tell Clash of the Titans Minute to Win it! Speedy spelling Entry/Exit ticket Speak like an expert All of the activities listed in the overview are effective in promoting oral communication, fostering an inclusive and low-risk environment, and encouraging children to recall prior knowledge. These assessment tools are particularly advantageous as it does not necessitate marking, allowing you to move freely around the room to identify students who require additional support or challenge during the lesson. I have utilised these activities to enhance vocabulary richness, reinforce learning, and, in certain instances, assist children in elevating their work. Feel free to adapt and modify these activities to suit your classroom dynamics. I have included additional information and explanations in the notes below the slides.

Writing purpose: Writing to inform Genre: Non-Chronological Report Text: Iron Man by Ted Hughes Gather LO: To review the features of existing non-chronological reports. LO: To annotate my Iron Man by describing their personality, appearance and diet. LO: To create a TV advert / news report about the Iron Man. Grammar LO: To use relative clauses within my sentences. LO: To use present progressive tense. LO: To edit and improve work so that it uses Standard English. Go LO: To plan a Non-chronological report. LO: To write a Non-chronological report independently. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

Writing purpose: Writing to entertain Genre: Narrative Text: Iron Man by Ted Hughes This unit was completed as a project so covers over 3 weeks worth of work. It also includes a comprehension unit. Therefore you can use as much or as little of the resources as needed. Week 1: Gather LO: To explore vocabulary, explain the meaning of words in context and retrieve information from the text. LO: To read The Coming of the Iron Man by Brenda Williams for understanding. LO: To make inferences and predictions from chapter 1 and 2. LO: To explore and compare the novel to the film using 3Cs and 3Ss. LO: To write sentences to describe the Iron Man. LO: To build our own interpretation of the Iron Man and annotate it. LO: To write a character description of our interpretation of the Iron Man. LO: To be able to edit and improve work for accuracy. Week 2: Grammar LO: To use singular and possessive apostrophes with increasing confidence. LO: To use fronted adverbials using commas correctly and consistently. LO: To write an efficient paragraph using the TIPTOP method. LO: To add a relative clause to add more detail. LO: To identify and use key elements of speech correctly. LO: To write a letter from the Iron Man to the town. LO: To edit and improve our letter. Week 3: Go LO: To plan a narrative. LO: To write a story. LO: To write a story. LO: To edit a story. LO: To redraft a story. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

Writing purpose: Writing to inform Genre: Non-Chronological Report (giants) Text: The BFG Week 1: Gather LO: To identify the features of a non-chronological report including audience and purpose. LO: To gather information from a range of sources. LO: To gather formal phrases. LO: To apply key vocabulary and phrases Week 2: Grammar LO: To be able to use cohesive features – pronouns (possessive, personal and relative – x2 lessons) LO: To use a range of conjunctions to link information. LO: To use adverbs, in a range of positions, to link information LO: To be able to plan a non-chronological report. Week 3: Go LO: To be able to write independently. LO: To be able to write independently. LO: To be able to edit and improve for accuracy and consistency. LO: To be able to redraft for presentation. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

Writing purpose: Writing to persuade Genre: Letter (persuading the BFG return Sophie) Text: The BFG Week 1: Gather LO: To identify the features of persuasive letters including audience and purpose. LO: To gather evidence from similar narratives to support a point. (get chn to look at a range of familiar stories where someone is ‘kidnapped’ what happens to the kidnapper in the end? What could happen to the BFG if he doesn’t return Sophie?) LO: To use persuasive language (flattery, rhetorical questions, emotive language) LO: To consider both sides of a discussion. Week 2: Grammar LO: To identify and use pronouns for cohesion. LO: To use subordinating conjunctions in varying positions. LO: To identify and use standard English. LO: To use statement, question and command sentences. LO: To plan a letter. Week 3: Go LO: To be able to write independently. LO: To be able to write independently. LO: To be able to edit and improve work for accuracy. LO: To be able to redraft and present writing. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

Writing purpose: Writing to entertain Genre: Narrative (with a setting focus) Text: The BFG Week 1: Gather LO: To identify the audience and purpose. To identify the features of a setting description. LO: To be able to identify the 3cs and 3s’s when comparing text with visual literacy. LO: (Drama – freeze frames) To be able to empathise with a character and their situation. LO: To be able to use key vocabulary in context. Week 2: Grammar LO: To use fronted adverbials of manner, time and place. LO: To use past tense accurately including irregular verbs. LO: To use past progressive tense (was -ing). LO: To use speech and speech punctuation accurately (x2) Week 3: Go LO: To plan a narrative (layered planning) LO: To write a narrative LO: To write a narrative. LO: To edit a narrative. LO: To redraft a narrative. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

This pack is a reading comprehension pack based on the Year 3 reading objectives. This unit focuses on making predictions about the book. Initially exploring the cover and blurb and then delving into the book, reading a section and using questions to open a discussion on class predictions about a given book. There is a focus on retrieval and it touches on VIPER style questions. Each session has a retrieval activity. There are 7 lessons covered in this pack. Each lesson is designed to be completed within 30 minutes. Objectives covered from the NC: To re-read these books with pace, volume and expression. To discuss and compare texts from a wide variety of genres and writers. Listen to, read and discuss an increasingly wide range of books. Identify and discuss themes and conventions in what they read. Make regular predictions about characters, events and actions as text is read justifying reasons with reference to the text. Make and justify literal predictions across a text. Make and justify predictions from what is implied. The theme for this pack: Emotions & predictions Predicting what might happen from details stated and implied. What is covered in this pack? Book: The Colour Monster by Anna Llenas Book: Lucy’s Blue Day by Christopher Duke

Book: Leon and the Place Between by Graham Baker-Smith Writing purpose: Writing to inform Text: Leon and the Place Between Week 1: Gather LO: To identify features of a recount. LO: To be able to define new vocabulary. LO: To review the features of existing recounts. LO: To explore digital literacy clips using 3Cs and 3Ss. Week 2: Grammar LO: To identify a subordinating conjunction. LO: To be able to use subordinating conjunctions. LO: To be able to identify a main and subordinate clause. LO: To alter the position of the clause in a sentence. Week 3: Go LO: To plan a recount. LO: To write a recount. LO: To write a recount. LO: To edit a recount. LO: To redraft a recount. This unit includes retrieval tasks, low-stake quizzes, exit tickets and much more. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

This pack is a reading comprehension pack based on the Year 4 reading objectives. It is aimed to provide some contextual understanding of children’s classics and the specific vocabulary that might arise as children explore children’s classics. In turn, this should equip children with the necessary knowledge when answering comprehension questions. There is a focus on retrieval and it touches on VIPER style questions. Each session has a retrieval activity. There are 10 lessons covered in this pack. Each lesson is designed to be completed within 30 minutes. Objectives covered from the NC: To re-read these books with pace, volume and expression. Decide which sections of text to read more carefully to fulfil a particular purpose, e.g. to summarise a text. To discuss and compare texts from a wide variety of genres and writers. To sequence the main events within a chapter and across a book. To identify main ideas drawn from more than one paragraph and summarise these. Summarise in writing the main points from a paragraph using a wider range of prompts. Discuss how characters’ feelings, behaviour and relationships change over a text. The theme for this pack: Children’s classics Identifying main ideas drawn from more than 1 paragraph and summarising these. What is covered in this pack? Book: The Lion, The Witch and The Wardrobe by C.S. Lewis Book: A Bear Called Paddington by Michael Bond Book: The Complete Alice by Lewis Carroll

This pack is a reading comprehension pack based on the Year 3 reading objectives. It is aimed to provide some contextual understanding of lighthouses and the specific vocabulary that might arise as children explore lighthouses. In turn, this should equip children with the necessary knowledge when answering comprehension questions. There is a focus on retrieval and it touches on VIPER style questions. Each session has a retrieval activity. There are 8 lessons covered in this pack. Each lesson is designed to be completed within 30 minutes. Objectives covered from the NC: To re-read these books with pace, volume and expression. To maintain the pace of reading 100wpm+. Identify aspects or features that make a text entertaining, informative or useful with support. To be able to identify key words and phrases within a text. To explain why books are structured in different ways. The theme for this pack: Lighthouses Identifying how language, structure and presentation contribute to meaning. What is covered in this pack? Book: How does a lighthouse work by Roman Belyaev Song: My Lighthouse by Rend Collective Book: The Lighthouse Keeper’s Lunch by Ronda and David Armitage

Writing purpose: Writing to entertain Text: Stone Age Boy Week 1: Gather LO: To identify features of a narrative. LO: To be able to define new vocabulary. LO: To gather vocabulary focusing on the key senses. LO: To gather information and vocabulary for arriving in a new place. Week 2: Grammar LO: To be able to use coordinating conjunctions to link information. (and/nor) LO: To be able to use coordinating conjunctions to link information. (so/or) LO: To be able to use coordinating conjunctions to show information that is the opposite. (yet/but) LO: To identify and use prepositions of place. LO: To be able to identify and use prepositional phrases. Week 3: Go LO: To be able to plan a narrative. LO: To write an adventure story when arriving somewhere new. (x2) LO: To up-level vocabulary choices and edit an adventure story when arriving somewhere new. LO: To redraft and present my writing. This unit includes retrieval tasks, low-stake quizzes, exit tickets and much more. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.

Writing Purpose: Writing to inform Text: Who Let The Gods Out Week 1: Gather Identify features of a diary entry Explore vocabulary Build a sentence Gather information and ideas Short burst writing activity Week 2: Grammar Parenthesis Causal Conjunctions Complex list x2 Plan Week 3: Go Independent write Edit and improve Present writing This unit includes retrieval tasks, low-stake quizzes, exit tickets and much more. Slides and worksheets come included. Hopefully this will save you time on your planning as you can pick it up and go.