Collected Resources

Find collected resources for your year group: all our Procedural Fluency Practice Worksheets, Extra Support, Problem-Solving Investigations and SPAG Presentations.

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Showing 19–24 of 2017 results
SPaG: Grammar and Punctuation

SPAG: Nouns or pronouns for clarity and cohesion; retelling legends

English
Y3

Pronouns PowerPoint
Children learn how pronouns can replace nouns and noun phrases. They explore two types: personal and possessive and explore their role in cohesion.

Group Readers

Comprehension: Explore plot, settings and language features

English
Y2

The Quest
A simple fantasy narrative told in the form of a quest. It is ideal for children whose comprehension outruns their ability to decode as it draws on iconic characters such as superheroes which are culturally relevant to children and engage their attention.

You can purchase printed copies of this Group Reader from Hamilton Education.

SPaG: Grammar and Punctuation

SPAG: Identify grammatical word classes

English
Y3

Grammar PowerPoint: Grammatical Word Classes, including adverbials
Children learn about nouns, verbs, adjectives, adverbs and prepositions and then use phrases starting with a preposition to create adverbials.

SPaG: Grammar and Punctuation

Comprehension: Explore how writers use imagery and tension

English
Y5

Day 1 Teaching
Introduce Mysterious Traveller by Mal Peet and Elspeth Graham. Discuss the setting, read the blurb and Authors’ note. The book begins at an exciting moment of the story (even though it is also acting as an introduction). Discuss how tension is built through the language used and by creating mysteries.
Activity
Children read the opening section of Mysterious Traveller (see resources). They record questions that the passage raises and then underline the words that build tension.

Day 2 Teaching
Read pages 3-6 of Mysterious Traveller. Compare this to Day 1‘s reading. It is much slower and more descriptive. Discuss how this builds tension in a different way. Reread the paragraph beginning, ‘Issa’s old eyes…’. What can we infer about him from these words?
Activity
Children read the copied pages from Mysterious Traveller. They answer the questions from the question sheet (see resources) either formally as a written exercise or through discussion and note-taking.
Differentiation: The questions increase in difficulty – ask slower readers to concentrate on reading and discussing pages 7-10.

Day 3 Teaching
Discuss and list all the ways that writers build images (powerful noun phrases, similes and metaphor, describing small details, including different senses, etc.). Read pages 17, 19 and 20 slowly, asking children to spot words and phrases which build vivid images. Discuss how these have impact.
Activity
Children read copied pages as a group, taking turns to read aloud. They underline examples of powerful images: words, phrases or sentences and then select examples to record on the imagery sheet (see resources).
Harder: More able could colour-code their imagery examples.

Day 4 Teaching
Recap on the adventure mystery so far. Predict what might happen next then read the story to the end. Discuss how the mystery about Mariama is solved. What do children think of it? Discuss how to write a book review, displaying and discussing the plan resource.
Activity
Children write a book review about Mysterious Traveller or Cloud Tea Monkeys, guided by the plan resource. Remind children to use headings and other organisational devices to structure their writing.
Easier: Give children sentence starters (see resources) to support.