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Fix immediate issues in … • reading comprehension • maths reasoning • intervention
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Reading
Reading detectives Give children the skills to snoop out tricky texts and solve criminally hard comprehension tests! • Comprehension questions with a focus on inference and deduction • A rich variety of fiction and non-fiction texts like the ones seen in the SATs • Guidance on evaluating responses and applying skills to other texts Available for KS1 and years 3, 4, 5 and 6 Book + CD-ROM: £55 + VAT Online download: £50 + VAT
EDITABLE Word files on the CD or online download
The Visitor
in the air: It was torn from her grasp and tossed ‘I’ll drag you out of bed by your hair!’
the moon; A crumbling churchyard, the sea and and bone; The waves had gouged out grave A man was walking, late and alone…
it say?’ ‘What was that, William? What did ! THROW IT AWAY! Throw the ring through the window
He saw a skeleton on the ground; A ring on a bony finger he found.
Questions
her the ring. He ran home to his wife and gave not a thing. ‘Oh, where did you get it?’ He said
the sill, She threw it. The skeleton leapt from downhill, Scooped up the ring and clattered still. Fainter…and fainter… Then all was
1 Name the characters in the poem.
[1 mark]
she said, It’s the loveliest ring in the world,’ off to bed. As it glowed on her finger. They slipped
2 Which of these words is not a synonym of ‘gouged out’: scoop out excavate hollow out valley
[1 mark]
outside, At midnight they woke. In the dark ‘Give me my ring!’ a chill voice cried.
3 Summarise the poem in your own words.
[2 marks]
4 What do you notice about the way the poem is organised?
[3 marks]
Ian Serraillier
5 Why had the poet chosen to use capitals for THROW IT AWAY?
it say?’ ‘What was that, William? What did away.’ ‘Don’t worry, my dear. It’ll soon go
[1 mark]
6 How do you think William’s wife will react once she’s certain the skeleton has gone? [3 marks] 7 Compare these stanzas. What do you notice about the pace of the rhythm? Why do you think the poet has done this?
door. ‘I’m coming!’ A skeleton opened the the floor. ‘Give me my ring!’ It was crossing
It was torn from her grasp and tossed in the air. ‘I’ll drag you out of bed by your hair!’
g the bed.’ ‘I’m reaching you now! I’m climbin her head. The wife pulled the sheet right over The Visitor 2
10 Which evidence suggests the house is at the top of a hill?
1 The wife The skeleton The husband 1 mark (Content Domain 2b)
2 Valley 3 Pupils should try to use their own words to tell the narrative of the poem. Look
[3 marks]
8 The poem finishes with the word ‘still’. What impression does this give you about the skeleton [2 marks] 9 Ellipses are used to create different effects in the first and last stanza. Explain how they are used.
When answering questions about poetry encourage pupils to read the poem at least twice before making a start. After this, encourage pupils to ask themselves what the poem is about; making sure that they think about the title as well as the content of the poem. Pupils are now ready to look for organisational features such as the use of stanzas, rhyme scheme and rhythm. They should mark these on their copy of the poem. Next, encourage pupils to think about the descriptive quality of the poem including the use of vocabulary, description and figurative language. They should underline the important descriptive words and put a circle around any words they are unsure about. They can then look back at the tricky words to try and work out their meaning from the context. Pupils are now ready to start answering questions about the text.
1 mark (Content Domain 2a)
A crumbling churchyard, the sea and the moon; The waves had gouged out grave and bone; A man was walking, late and alone…
it say?’ ‘What was that, William? What did away.’ ‘Don’t worry, my dear. It’ll soon go
Teaching assessment Supporting pupils to read and analyse poetry.
[2 marks] [1 mark]
for key points such as the grave being exposed through the erosion of the waves, William taking the ring, William avoiding his wife’s questioning, the appearance of the skeleton, the wife asking what the skeleton said three times, the skeleton’s threats, William throwing the ring away and the departure of the skeleton. 2 marks (Content Domain 2c)
4 Expected standard: Pupils should be able to be able to identify that the poem
is structured with an opening stanza of three lines and that this is mirrored in the final stanza, also of three lines. They should 3 also be able to identify that the middle of the poem is structured with 10 sets of rhyming couplets. 1 mark
Extension: In addition to the above some pupils may note the following organisational features: • Whilst the opening and closing stanzas are both of three lines, their structures are not identical e.g. – two lines of the opening stanza rhyme (bone, alone) and all three lines of the final stanza rhyme (sill, downhill, still); – the first stanza is one sentence separated with semi-colons whilst the final stanza is three separate sentences. Up to 2 additional marks (Content Domain 2g)
5 Expected standard: Pupils should note how the use of capitals reflects William’s
urgency to be rid of the ring. Some pupils may refer to William’s fear of the skeleton, especially after it climbed on the bed.
4
Whilst the use of capitals indicates that William is shouting, pupils should refer to the fear and urgency that William is feeling. It is not enough to say ‘he is shouting’. 1 mark (Content Domain 2g) 5
1
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Revise specific problem areas across each Key Stage ahead of the SATs. • Fresh ideas for recapping tricky topics • Interactive games for your whiteboard • A variety of text extracts Available for years 2 and 6 Book + CD-ROM: £55 + VAT Online download: £50 + VAT
EDITABLE Word files on the CD or online download
Spelling rules!
Grammar, punctuation and spelling
Fill Grammar Gaps
Ditch the word lists and kick-start confident spelling with rules and patterns. • Fun lesson ideas for spelling rules and patterns • Interactive games for your whiteboard • Guidance for support and extension Available for years 2 and 3 Book + CD-ROM: £65 + VAT Online download: £60 + VAT
EDITABLE Word files on the CD or online download
2
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Maths
Everyday Problem Solving and Reasoning Promote mastery by adding problem solving and reasoning questions for every pupil to any lesson! • Hours of ready-to-go questions for every content domain • Guidance and worked examples for each strategy • Pupil target sheet to track progress Available for years 1 to 6 Book + CD-ROM: £55 + VAT Online download: £50 + VAT
EDITABLE Word files on the CD or online download
Reasoning: Explain how you know
Reasoning: Explain how you know
ns Bank of ‘Explain how you know’ questio
Learning objective
long is arrives at the library at 12.50 on a Sunday, how 1. Here are the library opening times. If Sidney it until the library closes? Closes Opens 18.00 09.30 Monday 18.45 08.45 Tuesday 17.00 10.00 Wednesday 17.35 09.45 Thursday 18.30 08.50 Friday 18.00 10.10 Saturday 16.30 10.00 Sunday he correct? says that the value of the digit 7 is 70 000. Is 2. Fazam writes a large number: 857 641. He Yes or no. Explain how you know. 1; game for 037 27 are game scores. Harry’s scores 3. Two friends are adding up their computer scores are 15 469 for game 1; 18 402 for game 38 208 for game 2 and 83 369 for game 3. Chris’s you Do Chris. than more points 418 26 Harry scores 2 and 88 325 for game 3. They work out that know. agree with them? Yes or no. Explain how you Is she have an answer that is between 0.2 and 2.1. 4. Jessie says that three of these calculations correct? Explain how you know.
and using correct mathematical vocabulary. To give an explanation using words and diagrams
g pupil target sheet Links to year 5 problem solving and reasonin Reasoning
structures, calculations and diagrams. I can explain my reasoning using clear sentence s and further develop the ability to convince others I can make conjectures (statements) about mathematic examples to back up reasoning. further using by proving and justifying my answers
Teaching notes
questions al question which has a yes or no answer. The • Ask the class a straightforward mathematic factual knowledge. should require some reasoning and not just be al mathematic of use correct the g emphasisin in writing, • Model how to explain the answer orally and vocabulary. s using enable them to practise writing out their explanation • Give pupils a range of simple questions to the correct vocabulary. Explain correct? he Is in three-quarters of a week. Example: Java says that there are 126 hours how you know.
(Are there 126 hours in three-quarters of a week?) • Ask: What does the question want to know? by to be a sensible one, first we need to estimate – In order to know whether our answer is going has to be week. 24 × 7 = 168 so we know our answer whole a in are hours many how out working than a half more be will answer their that realise also less than 168. When estimating, pupils should estimate could be 100. (84) as we want three-quarters. So a sensible 168? • Ask: How do we calculate three-quarters of 168 = 84, 168 in a variety of ways. For example: Half of – Model how to calculate three-quarters of 42 = 126 or 168 ÷ 4 = 42 then multiply by 3, half again = 42 then add them together 84 + so 42 × 3 = 126 • Ask: So do we know that Java is correct? in one correct. I know this because there are 168 hours – Model how to explain the answer. ‘Java is are 126 hours in one week.’ week. Three-quarters of 168 is 126. So there
b) 21.75 − 12.88
a) 28.32 − 26.82
d) 0.83 + 1.27
c) 42.29 − 40.39
f) 31.40 − 28.99
e) 14.24 − 13.83
between them. Summer has 28 fewer than Bailey. 5. Harley, Bailey and Summer have 403 keyrings do they have each? Explain how you know. Harley has 53 more than Bailey. How many keyrings are than the sum of the two numbers. Both numbers 6. The product of two numbers is 14 greater 50% greater than the other number. even and are multiples of 12. One number is know. you how What are the two numbers? Explain
For pupils – Steps to success do. 1. Identify what the question is asking you to 2. Identify a strategy to solve the problem. is a sensible one. 3. Work out an estimation to know if the answer al vocabulary and diagrams. 4. Explain clearly using a range of mathematic
See the pupil activities marked with the this strategy.
22
Publishers Ltd. You may photocopy this page. © 2016 Keen Kite Books, an imprint of HarperCollins
of icon on pages 34 to 67 for topic-based practice
Publishers Ltd. You may photocopy this page. © 2016 Keen Kite Books, an imprint of HarperCollins
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Maths
Maths mastery with greater depth
Teacher Resources and CD-ROM
Stop children treading water and dive deeper into maths!
Year
• Greater depth problems for every content domain • Guidance on assessing conceptual understanding • National curriculum links for every question Available for years 1 to 6 Book + CD-ROM: £55 + VAT Online download: £50 + VAT
Challenges and expert guidance for deepening understanding
EDITABLE Word files on the CD or online download National Curriculum Objectives, Y6, Ratio and proportion
Ratio and proportion
or can be found shapes where the scale factor is known • solve problems involving similar e of fractions and multiples sharing and grouping using knowledg • solve problems involving unequal
Fractions, ratio or both? Challenge 1:
Maria and Neil share £35 in the ratio 2:5.
Challenge 1 Answer:
How much more money does Neil have
Neil has £15 more than Maria. = £35
than Maria?
Challenge 2:
week to school. Oliver walks 24 km. What Oliver and Petra walk a total of 42 km each by the two pupils in its simplest form? is the ratio of kilometres walked each week
Challenge 3:
He uses 4 eggs, 200 g flour, Stefan decides to make a cake for 8 people. chocolate. The following week he makes 200 g sugar, 200 g butter and 60 g dark enough cake for 18 people. How much of each ingredient does he
Challenge 4:
need?
team supporters’ survey in a school. The The pie chart shows the results of a football to Leicester City is 75%. The ratio of Chelsea sum of pupils who support Chelsea and rs Manchester United and Aston Villa supporte Leicester supporters is 7 : 8. The sum of is 45.
Maria’s 2 parts and Neil’s 5 sum of money is divided into 7 equal parts: Pupils should be able to argue that the the ratio as £5. By multiplying by 7 calculates the value of one part in parts. They should reason that £35 divided have £10; they calculate Neil to have £25 and Maria to pupils 5, by Maria and Neil to the respective parts belonging get the answer to the question. they subtract Maria’s total from Neil’s to check that these figures total £35. Finally, one part more than Maria. shows that Neil has 3 times the value of Alternatively, they will see that the ratio ratio then dividing the sum (in this of problem by adding the numbers in the Pupils will move towards solving this type will multiply this by the number have identified the value of one part, they case £35) by the result (7). When pupils of subtraction to find the operation final the that this information needs of parts given in the ratio. They will show answer to the question.
Challenge 2 Answer: The ratio of kilometres walked is 4 : 3.
Assessment:
and that they cover a fraction of covered each week by Oliver and Petra Pupils will reason that 42 km in total are the total journeys that Petra makes is e, pupils will reason that the fraction of 42 km each. From a concrete perspectiv (42 – Oliver’s journey) out of 42.
Manchester United Aston Villa
24 km
Oliver
Chelsea
How many pupils said they preferred Leicester
Chelsea? b) What fraction of the survey prefer
City?
= 42 km
?
Petra
Leicester City
a)
Assessment:
to reason that if Oliver’s fractions and, in particular, equivalent fractions 18 Pupils should continue to make links to 4 journey represents 42 of the 24 be simplified to 7 . In the same way, Petra’s proportion of the journey is 42 this can its parts, the ratio of distance travelled in equal 3 7 to reduced are journeys both total journey which reduces to 7 . As simplest form is Oliver : Petra = 4 : 3. the problem as an addition of seeing initially by problem of type this to Pupils will start to take an algebraic approach ors, of which one numerator is unknown. two fractions with identical denominat 42 n 24 ⇒ 24 + n = 42 = + 42 42 42 this idea by reducing both fractions part of the total journey. They continue From this, they calculate 18 km as Petra’s other is simply the numerator they know that the ratio of one to the to their simplest form. Once this is completed fraction. values of the simplified 24 42
+
18 42
=
12 21
+
9 21
=
4 7
+
3 7
⇒4:3
3 2
4
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Maths
Language for Maths
NEW!
Help children untangle the language of reasoning questions. • SATs style reasoning questions and collaborative activities • Vocab and guidance for EAL and any children who require extra language support • Large, colour resources provided on the CD-ROM or download Available for years 3 to 6 Book + CD-ROM: £35 + VAT Online download: £30 + VAT
EDITABLE Word files on the CD or online download
NEW!
Hands-on Maths
Use manipulatives 10 minutes a day with simple at-a-glance activities! • Easy to implement activities for all curriculum areas • Filled with photos for easy reference • Uses a variety of everyday objects and common Maths resources Part of the Making Mathematics Count initiative, aimed at developing understanding and enjoyment of maths! Available for years 1 to 6 Book: £20
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Title
ISBN
Schools’ Price (excl. VAT)
Reading Reading detectives Reading detectives KS1 (Teacher Resources and CD-ROM)
9780008267278
£55.00
Reading detectives Year 3 (Teacher Resources and CD-ROM)
9780008244552
£55.00
Reading detectives Year 4 (Teacher Resources and CD-ROM)
9780008244576
£55.00
Reading detectives Year 5 (Teacher Resources and CD-ROM)
9780008218829
£55.00
Reading detectives Year 6 (Teacher Resources and CD-ROM)
9780008218836
£55.00
Spelling Rules! Year 2 (Teacher Resources and CD-ROM)
9780008218867
£65.00
Spelling Rules! Year 3 (Teacher Resources and CD-ROM)
9780008218874
£65.00
Fill Grammar Gaps Year 2 (Teacher Resources and CD-ROM)
9780008203818
£55.00
Fill Grammar Gaps Year 6 (Teacher Resources and CD-ROM)
9780008203825
£55.00
Spelling Spelling Rules!
Fill Grammar Gaps
Qty
Total
Maths Everyday Problem Solving and Reasoning Everyday Problem Solving and Reasoning Year 1 (Teacher Resources and CD-ROM)
9780008238575
£55.00
Everyday Problem Solving and Reasoning Year 2 (Teacher Resources and CD-ROM)
9780008238582
£55.00
Everyday Problem Solving and Reasoning Year 3 (Teacher Resources and CD-ROM)
9780008184674
£55.00
Everyday Problem Solving and Reasoning Year 4 (Teacher Resources and CD-ROM)
9780008184681
£55.00
Everyday Problem Solving and Reasoning Year 5 (Teacher Resources and CD-ROM)
9780008184698
£55.00
Everyday Problem Solving and Reasoning Year 6 (Teacher Resources and CD-ROM)
9780008184704
£55.00
Maths mastery with greater depth Year 1 (Teacher Resources and CD-ROM)
9780008244651
£55.00
Maths mastery with greater depth Year 2 (Teacher Resources and CD-ROM)
9780008207052
£55.00
Maths mastery with greater depth Year 3 (Teacher Resources and CD-ROM)
9780008244675
£55.00
Maths mastery with greater depth Year 4 (Teacher Resources and CD-ROM)
9780008244699
£55.00
Maths mastery with greater depth Year 5 (Teacher Resources and CD-ROM)
9780008244712
£55.00
Maths mastery with greater depth Year 6 (Teacher Resources and CD-ROM)
9780008207069
£55.00
Language for maths Year 3
9780008226732
£35.00
Language for maths Year 4
9780008238537
£35.00
Language for maths Year 5
9780008238544
£35.00
Language for maths Year 6
9780008238551
£35.00
Hands-on maths Year 1
9780008266950
£20.00
Hands-on maths Year 2
9780008266967
£20.00
Hands-on maths Year 3
9780008266974
£20.00
Hands-on maths Year 4
9780008266981
£20.00
Hands-on maths Year 5
9780008266998
£20.00
Hands-on maths Year 6
9780008267001
£20.00
KS2 Reading Practice Test Papers
9780008238513
£60.00
KS2 Maths Practice Test Papers
9780008241957
£60.00
Maths Topic Assessment Year 1 (Teacher Resources and CD-ROM)
9780008172282
£50.00
Maths Topic Assessment Year 2 (Teacher Resources and CD-ROM)
9780008172299
£50.00
Maths Topic Assessment Year 3 (Teacher Resources and CD-ROM)
9780008172305
£50.00
Maths Topic Assessment Year 4 (Teacher Resources and CD-ROM)
9780008172312
£50.00
Maths Topic Assessment Year 5 (Teacher Resources and CD-ROM)
9780008172329
£50.00
Maths Topic Assessment Year 6 (Teacher Resources and CD-ROM)
9780008172336
£50.00
GPS Topic Assessment Key Stage 1 (Teacher Resources and CD-ROM)
9780008219864
£50.00
GPS Topic Assessment Year 3 (Teacher Resources and CD-ROM)
9780008219871
£50.00
Maths mastery with greater depth
Language for maths
Hands-on maths
Test and Assessment KS2 Practice Test Papers
Maths Topic Assessment
Grammar, punctuation and spelling Topic Assessment
GPS Topic Assessment Year 4 (Teacher Resources and CD-ROM)
9780008219888
£50.00
GPS Topic Assessment Year 5 (Teacher Resources and CD-ROM)
9780008219895
£50.00
GPS Topic Assessment Year 6 (Teacher Resources and CD-ROM)
9780008219901
£50.00
Year 1 Comprehension Pupil Books X 5
9780008244590
£15.00
Year 1 Comprehension Teacher Resources
9780008244606
£40.00
Year 2 Comprehension Pupil Books X 5
9780008244613
£15.00
Year 2 Comprehension Teacher Resources
9780008244620
£40.00
Year 3 Comprehension Pupil Book (Pack of 5)
9780008161743
£15.00
Year 4 Comprehension Pupil Book (Pack of 5)
9780008161750
£15.00
Year 5 Comprehension Pupil Book (Pack of 5)
9780008161767
£15.00
Year 6 Comprehension Pupil Book (Pack of 5)
9780008161774
£15.00
Year 3 Comprehension Pack (10 Pupil Books + Teacher Resources)
9780008161781
£65.00
Year 4 Comprehension Pack (10 Pupil Books + Teacher Resources)
9780008161798
£65.00
Year 5 Comprehension Pack (10 Pupil Books + Teacher Resources)
9780008161804
£65.00
Year 6 Comprehension Pack (10 Pupil Books + Teacher Resources)
9780008161811
£65.00
Year 1 Grammar and Punctuation Pupil Books X 5
9780008184506
£15.00
Year 1 Grammar and Punctuation Teacher Resources with CD-ROM
9780008184520
£40.00
Year 2 Grammar and Punctuation Pupil Books X 5
9780008184513
£15.00
Year 2 Grammar and Punctuation Teacher Resources with CD-ROM
9780008184537
£40.00
Year 3 Grammar and Punctuation Pupil Book (Pack of 5)
9780008161422
£15.00
Year 4 Grammar and Punctuation Pupil Book (Pack of 5)
9780008161439
£15.00
Year 5 Grammar and Punctuation Pupil Book (Pack of 5)
9780008161446
£15.00
Year 6 Grammar and Punctuation Pupil Book (Pack of 5)
9780008161453
£15.00
Year 3 Grammar and Punctuation Pack (10 Pupil Books + Teacher Resources)
9780008161460
£65.00
Year 4 Grammar and Punctuation Pack (10 Pupil Books + Teacher Resources)
9780008161477
£65.00
Year 5 Grammar and Punctuation Pack (10 Pupil Books + Teacher Resources)
9780008161484
£65.00
Year 6 Grammar and Punctuation Pack (10 Pupil Books + Teacher Resources)
9780008161491
£65.00
Year 1 Spelling Pupil Book X 5
9780008184711
£15.00
Year 1 Spelling Teacher Resources with CD-ROM
9780008184728
£40.00
Year 2 Spelling Pupil Book X 5
9780008184544
£15.00
Year 2 Spelling Teacher Resources with CD-ROM
9780008184551
£40.00
Year 3 Spelling Pupil Book (Pack of 5)
9780008161583
£15.00
Year 4 Spelling Pupil Book (Pack of 5)
9780008161590
£15.00
Year 5 Spelling Pupil Book (Pack of 5)
9780008161606
£15.00
Year 6 Spelling Pupil Book (Pack of 5)
9780008161613
£15.00
Year 3 Spelling Pack (10 Pupil Books + Teacher Resources)
9780008161620
£65.00
Year 4 Spelling Pack (10 Pupil Books + Teacher Resources)
9780008161637
£65.00
Intervention & Teacher support Ready, Steady, Practise! Comprehension
Ready, Steady, Practise! Grammar and Punctuation
Ready, Steady, Practise! Spelling
Year 5 Spelling Pack (10 Pupil Books + Teacher Resources)
9780008161644
£65.00
Year 6 Spelling Pack (10 Pupil Books + Teacher Resources)
9780008161651
£65.00
Year 3 Fractions and Decimals Pupil Books X 5
9780008161873
£15.00
Year 4 Fractions and Decimals Pupil Books X 5
9780008161880
£15.00
Year 5 Fractions, Decimals and Percentages Pupil Books X 5
9780008161897
£15.00
Year 6 Fractions, Decimals and Percentages Pupil Books X 5
9780008161903
£15.00
Year 3 Fractions and Decimals Teacher Resources
9780008161996
£40.00
Year 4 Fractions and Decimals Teacher Resources
9780008162009
£40.00
Year 5 Fractions, Decimals and Percentages Teacher Resources
9780008162016
£40.00
Year 6 Fractions, Decimals and Percentages Teacher Resources
9780008162023
£40.00
Year 6 Mental Arithmetic Pupil Book (Pack of 5)
9780008161293
£15.00
Year 3 Mental Arithmetic Pupil Book (Pack of 5)
9780008161262
£15.00
Year 4 Mental Arithmetic Pupil Book (Pack of 5)
9780008161279
£15.00
Year 5 Mental Arithmetic Pupil Book (Pack of 5)
9780008161286
£15.00
Year 3 Mental Arithmetic Pack (10 Pupil Books + Teacher Resources)
9780008161309
£65.00
Year 4 Mental Arithmetic Pack (10 Pupil Books + Teacher Resources)
9780008161316
£65.00
Year 5 Mental Arithmetic Pack (10 Pupil Books + Teacher Resources)
9780008161323
£65.00
Year 6 Mental Arithmetic Pack (10 Pupil Books + Teacher Resources)
9780008161330
£65.00
Impact Intervention Year 1
9780008228385
£15.00
Impact Intervention Year 2
9780008238445
£15.00
Impact Intervention Year 3
9780008238452
£15.00
Impact Intervention Year 4
9780008238469
£15.00
Impact Intervention Year 5
9780008238476
£15.00
Impact Intervention Year 6
9780008238483
£15.00
A-Z of Grammar single copy
9780008172923
£3.50
A-Z of Grammar pack of 5
9780008175726
£16.00
A-Z of Maths Vocabulary single copy
9780008192662
£4.50
A-Z of Maths Vocabulary pack of 5
9780008195694
£20.00
Go teach outdoors! KS1
9780008238490
£55.00
Go teach outdoors! KS2
9780008238506
£55.00
Ready, Steady, Practise! Fractions, Decimals and Percentages
Ready, Steady, Practise! Mental Arithmetic
Impact Intervention
A-Z
Outdoor learning Go teach outdoors!
Sub-total P&P
KB247
TOTAL
£4.95
Make an impression in every intervention with these handbooks that are ideal for planning or setting work on-the-go! • Activities for English and Maths • Prompts and open questions • Support and extension ideas Available for years 1 to 6 Book: £15
Intervention & Teacher support
Impact Intervention
A-Z of Grammar & Maths Vocab Survival guides for curriculum terminology. • Simple explanations with examples and diagrams • Ideal for teachers, TAs, pupils and even parents! Maths Book: £4.50 Pack of 5: £20 Grammar Book: £3.50 Pack of 5: £15
6
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Intervention & Teacher support
Ready, Steady, Practise! The quickest way to set practice in intervention and booster groups. Pupil Books • Differentiated questions by content domain • Regular progress tests • Clear explanations and worked examples Teacher Resources • Teaching notes • Creative activities and games • Answers Topics available Grammar and Punctuation (years 1 to 6) Spelling (years 1 to 6) Comprehension (years 1 to 6) Mental Arithmetic (years 3 to 6) Fractions, decimals and percentages (years 3 to 6) 5 Pupil Books: £15 10 Pupil Books and a Teacher Resource: £65
Writing sentences
Test yourself lf. Can you add Read the text below out loud to yourse it makes sense? Write the capital letters and full stops so that four sentences.
2
l letter and often ends A sentence always starts with a capita with a full stop. te sense – otherwise, it’s not a A sentence needs to make comple sentence. Example: wall. This is a sentence: I jumped over the ✗ This isn’t a sentence: over the wall
✓
Warm up the groups of words Copy and complete the table, writing Two examples have been below under the correct headings. done for you. We are playing cards. three little kittens high in the sky Stella threw the ball. They are eating fruit. a bright blue bird Sentences We are playing cards.
Challenge yourself 3
doing or being word. A sentence has a verb, which is a above is jumped. The verb in the example sentence
1
tomorrow he always my best friend is coming to my house go to the same school makes me laugh his name is Sam we
words below and write Make sentences from the jumbled-up them correctly! them out. Remember to punctuate I on arm my scratched bush a) the Sunday did our on we b) homework grass rolling the on puppy our c) likes my s spelling ing practis have I d) been pizza lunch we for salad and e) ate
Not sentences three little kittens
How did you do? 4
7
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5
Great value practice tests in the same style as the latest SATs. • Photocopiable • Answers, mark schemes and scaled scores
Test & Assess
Practice Test Papers
• 2 complete tests in each pack Available for Maths 2 2 1 2
tests photocopiable book: £60 tests download: £50 extra arithmetic paper download: £10 extra reasoning papers download: £15
Available for Reading 2 tests photocopiable book: £60 2 tests download: £50
Topic Assessment Assess progress with these flexible topic-by-topic tests. • Editable tests for each content domain • Progressively more challenging questions • Answers and mark schemes Available for years 1 to 6 Book and CD-ROM: £50 + VAT Online Download: £45 + VAT
EDITABLE Word files on the CD or online download
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Outdoor learning
NEW!
Go teach outdoors!
Tons of teaching ideas for outstanding outdoor learning! • For English and Maths objectives, with cross-curricular links • Guidance on extension, recording and assessment • Lessons that won’t cost the earth and can be done in your school grounds Features a fabulous foreword from Michael Morpurgo! Plus every purchase includes a donation to the Farms for City Children charity. Available for Key Stage 1 and Key Stage 2 Book: £55
Year 3/4
Poetry
English Learning objectives:
Reading – comprehension • develop a positive attitude to reading by listening to and discussing a wide range of poetry • prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
Vocabulary Resources
poetry, intonation, tone, volume, audience, rhyme, autumn, fall a copy of the poem ‘Fall, Leaves, Fall’ by Emily Brontë for each pupil or one large copy which can be seen from a distance
Prior learning
some experience of reading poetry
Cross-curricular Computing – recording performances electronically; Science – plants links and seasons; Drama – performing
Activity
Read the poem ‘Fall, Leaves, Fall’ to the pupils. Discuss: • what the poem is about • any difficult words • what type of poem it is and why • what the poet was trying to tell the reader.
Ask the class to discuss where there should be emphasis, and how use of intonation, volume, etc. can help to make the poem more interesting. Split the class into groups of four and ask pupils to elect a leader who will ensure that everyone is treated fairly and gets to contribute. Let each group perform the poem for the class and encourage positive critique. Ask the groups to prepare to read the poem aloud to another class or in assembly, considering the points they have discussed.
Extension activity: pupils can revisit their performance after the critique to evaluate and improve upon it prior to performing for another audience. Recording/evidencing: the groups can perform for another class or in assembly and/or film their performances and upload them to the school’s website.
It’s Autumn Take the pupils for a walk around the school grounds and ask them to consider how autumn makes them feel. Encourage them to use all their senses. Ask them to feed back to the class about what they can see, hear, smell, taste and touch, and how autumn makes them feel emotionally.
Talk about the mood, atmosphere and subject matter, and how the poet engages the reader. Read the poem again, this time in a monotone voice without relevant punctuation. Ask for pupils’ reactions.
Fall, Leaves, Fall Fall, leaves, fall; die, flowers, away; Lengthen night and shorten day;
Assessment methods: consider your expectation of each pupil prior to the activity and evaluate against their performance at the end. Record your evaluation. Consider their ability to read, understand and interpret the poem. Observe pupil’s involvement in the activity and record significant observations.
Every leaf speaks bliss to me Fluttering from the autumn tree. I shall smile when wreaths of snow Blossom where the rose should grow; I shall sing when night’s decay Ushers in a drearier day. Emily Brontë
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