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Tel: 07704 717384

Finance Address:
9 Notley Green, Great Notley, Braintree, Essex, CM77 7US

Registered Address:
Suite 2, The Aquarium, Lower Anchor Street, Chelmsford, England, CM2 0AU

Company no. and place of registration:
07255281, registered in England

VAT Number:
GB 101 6023 83

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Tel: 07704 717384 Finance Address: 9 Notley Green, Great Notley, Braintree, Essex, CM77 7US Registered Address: Suite 2, The Aquarium, Lower Anchor Street, Chelmsford, England, CM2 0AU Company no. and place of registration: 07255281, registered in England VAT Number: GB 101 6023 83

# data[].attributes.attachment_link.readable_text
Tel: 07704 717384

Finance Address:
9 Notley Green, Great Notley, Braintree, Essex, CM77 7US

Registered Address:
Suite 2, The Aquarium, Lower Anchor Street, Chelmsford, England, CM2 0AU

Company no. and place of registration:
07255281, registered in England

VAT Number:
GB 101 6023 83

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Recommended Book Lists are recent selections plus genre and topic book choices for class and library collections.

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CLPE's whole school teaching units support you to unite your school around a common theme and end in a whole school celebration of children's work. We work in partnership with a range of children's publishers to put the very best children's books at the heart of these units.

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Free Whole School Teaching Units | Centre for Literacy in Primary Education

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CLPE's whole school teaching units support you to unite your school around a common theme and end in a whole school celebration of children's work. We work i...

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Download CLPE's free booklists to support your literacy curriculum and celebrate special days and events. Curated by our librarian and expert teaching team, our booklists cover a range of themes and curriculum subjects from Early Years to Year 7.

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Power of Pictures teaching sequences | Centre for Literacy in Primary Education

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Discover our free teaching plans and videos based on children's quality picturebooks to enhance children's reading comprehension and composition of their own creative writing, from Early Years to Key Stage 2.

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BooksForTopics: Recommended children's books and booklists sorted by age or topic

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BooksForTopics help millions of users each year find recommended children's books, including booklists for primary curriculum subjects, the best new children's books, and recommendations of the best books by age or year group.

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CLPE is the National Poetry Centre for Primary Schools. Search our extensive bank of poems for children, poetry teaching resources, videos of poet performances and interviews to support the teaching of poetry.

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The National Handwriting Association is a charity whose aims are to raise awareness of the importance of handwriting and keyboarding as vital components of literacy, to promote good practice in the teaching of handwriting and to support those who work with children with handwriting difficulties.
SUBSCRIBE TO OUR NEWSLETTER

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Charity promoting good practice in handwriting

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David Farmer works worldwide with teachers, students and drama practitioners. He has trained teachers at international schools, conferences and universities in South Africa, Argentina, Austria, France, Germany, Greece, Netherlands, Norway, Portugal (Erasmus collaboration), Slovakia, Switzerland and Turkey and toured his theatre productions and workshops across the USA and Canada, including New York, Los Angeles, Colorado and Vancouver. He has recently presented seminars and workshops in Amsterdam, Ankara, Buenos Aires, Salzburg, Santorini and Vienna.

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David Farmer works worldwide with teachers, students and drama practitioners. He has trained teachers at international schools, conferences and universities in South Africa, Argentina, Austria, France, Germany, Greece, Netherlands, Norway, Portugal (Erasmus collaboration), Slovakia, Switzerland and Turkey and toured his theatre productions and workshops across the USA and Canada, including New York, Los Angeles, Colorado and Vancouver.

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An English article on how to identify and form the four different letter types.

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There are plenty of simple and effective ways you can help your child with punctuation and grammar. Here are a few of our top ideas.

While children do learn about language from speaking and listening, the type of language we use in writing is often different from that in speech. Reading regularly to your child, especially books that they cannot yet read independently, is a great way of developing their vocabulary and their understanding of how language works.

2. Encourage your child to read

Making time to hear your child read isn't just good for their reading. Through frequently seeing words in print, they will have the opportunity to see how the punctuation and grammar are used to share meaning.

When you read, occasionally look at the punctuation and talk about what it is telling the reader to do. For example, you could show your child how a question mark tells you to raise your voice at the end of the sentence to indicate a question being asked.

Explore how you can show the 'feeling' behind an exclamation mark. Are the characters shouting? Has something unexpected happened? Has something gone wrong?

Playing games can help children to learn about grammar and punctuation in an enjoyable way. Watch grammar expert Charlotte Raby's video 'How can I help my child with grammar, punctuation and spelling?' to see some quick and easy games in action:

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Grammar & punctuation at primary school | Oxford Owl

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There are plenty of simple and effective ways you can help your child with punctuation and grammar. Here are a few of our top ideas. While children do learn about language from speaking and listening, the type of language we use in writing is often different from that in speech.

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Patterns and rules Spelling activities (1)

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Speech and Language UK: Changing young lives

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Communicating the Curriculum Resources

For each statement in the Spoken Language Programme of Study, this resource provides descriptors for what to expect at the end of each year in primary school. This includes information about the aspects of language which contribute to the statement. For each year group, a pupil statement is also provided which begins with 'I can ...', 'I try' or 'I know ...'.
There are two formats of the Programme of Study Statements:
The first sets out progress against each Programme of Study statement for all year groups from 1-6.

The second provides an overview of all 12 Programme of Study statements for each year group.

Communicating the Curriculum also provides guidelines to support the recording of pupil performance: below what is expected, at the expected level, above what is expected and a mastery level. These reflect the frequency, confidence, consistency and context in which children demonstrate the skills and are based on what is known about how children typically develop language. We know schools will rightly be deciding their own descriptors for progress and attainment those we've used are guidelines only. Schools should use their own system and 'Communicating the Curriculum' will support them with this.

We have also produced template summary tables which provide a space for teachers to record and track progress both for individual pupils and whole classes across the Spoken Language Programme of Study.

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Communicating the Curriculum Resource Page

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Communicating the Curriculum Resources For each statement in the Spoken Language Programme of Study, this resource provides descriptors for what to expect at the end of each year in primary school. This includes information about the aspects of language which contribute to the statement.

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Polls show that many people list public speaking as their number one fear, ahead even of our fear of death. But with a little know-how and, crucially, some practice, speaking in public can become something that anyone, student or adult, can actively enjoy and look forward to.

On the links below, comedian and ESU alumnus Rory Bremner tells us what he learned from the Public Speaking Competition, which he won in 1979, and we share some hints and tips for students taking the competition's roles of speaker, questioner or chair.

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Free speech and debate resources for your classroom / debate club

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Free classroom resources, lesson plans and guides to debate club to get your students interested in speech and debate as well as public speaking and arguing

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Our Mission
The mission of The Writing For Pleasure Centre is to help all young people become passionate and successful writers.

The Writing For Pleasure approach is actually a synonym for world-class writing teaching (Young & Ferguson 2021, 2022, 2023a, 2023b).

It's a cohesive and carefully conceived evidence-based approach to teaching writing. It runs from the EYFS-KS2 and is based on 14 principles which represent the most effective teaching practice. These principles have a track record of raising standards and accelerating progress and are the result of 600+ research studies, spanning over 50 years of scientific research. The principles are also informed by what case studies tell us the best performing writing teachers do in their classrooms which makes the difference.

We are fortunate to be supported by our close links to national literacy associations like The UKLA and The National Literacy Trust as well as with academics, exceptional teachers of writing and teacher training universities both at home and abroad.

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Our Mission The mission of The Writing For Pleasure Centre is to help all young people become passionate and successful writers. The Writing For Pleasure approach is actually a synonym for world-class writing teaching (Young & Ferguson 2021, 2022, 2023a, 2023b). It's a cohesive and carefully conceived evidence-based approach to teaching writing.

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Welcome to the Noisy Classroom, now in our 12th year supporting the use of speaking and listening in the classroom. Our aim is to help teachers use a range of debate, discussion, dialogue, role play and enquiry as part of the Noisy Learning experience.

The 3rd International Oratory Festival: 9-19 May 2024

If you are enjoying using this website to support oracy and debate in your classroom, there are even more ideas available in our book "The Noisy Classroom: Developing Debate and Critical Oracy in Schools". Available on amazon or through your favourite bookseller.

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Noisy Classroom - the online home of speaking & listening across the curriculum

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Welcome to the Noisy Classroom, now in our 12th year supporting the use of speaking and listening in the classroom. Our aim is to help teachers use a range of debate, discussion, dialogue, role play and enquiry as part of the Noisy Learning experience.

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The Lost Words (teaching resources) | Learning through Landscapes

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This is a set of wonderful teaching resources to accompany the nature book ‘The Lost Words’, aimed at Primary age learners.

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Outdoor Learning and Play Charity | Learning through Landscapes

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Learning through Landscapes is the leading UK charity dedicated to outdoor learning and play for children across the world.

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The Lost Words (teaching resources) | Learning through Landscapes

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This is a set of wonderful teaching resources to accompany the nature book ‘The Lost Words’, aimed at Primary age learners.

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Reading For Pleasure - Reading for Pleasure

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We aim to support a vibrant professional community of teachers, student teachers, librarians, teaching assistants and literacy coordinators.

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English KS1 / KS2: Joseph Coelho - Understanding Poetry

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In this short films for primary schools, poet Joseph Coelho shows us that poetry is relatable, fun, and achievable, and can open up new ways of understanding and expressing your emotions and thoughts.

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Key Stage 1 / Key Stage 2 / Key Stage 3 / Key Stage 4 / Age 5 - 11+

School Radio offers a number of teaching resources to support the primary curriculum at and and an abridgement of the original text of Strange case of Dr Jekyll and Mr Hyde for and . The content targets the key learning objectives of the curriculum and all the resources for English also have this further purpose in common: to stimulate the imagination of the listener and viewer.

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English curriculum resources for KS1 and KS2 including both video and audio with an emphasis on stories and narrative. BBC School Radio. BBC Teach.

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A series of audio programmes profiling a different contemporary children's poet who introduces and then reads a selection of his or her work. The poets featured are Michael Rosen, Grace Nichols, Roger McGough, Jackie Kay, John Agard and Mandy Coe.

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These resources for primary drama offer interactive learning opportunities which foster pupils' confidence in speaking and listening while also extending their study across a range of curriculum objectives.

Each series provides carefully structured language, movement and role-play activities, encouraging imaginative, co-operative work. The aim is to provide a rich stimulus to that fully supports the non-specialist teacher while providing a framework that more confident drama teachers can adapt to their own purposes.

In each of the audio resources you will hear short dramatic scenes linked by a narrator. The narrator also serves to set up the drama activities to be undertaken by pupils, offering clear instructions on grouping, spacing and so forth.

Some of these activities will take place 'in real time' - ie pupils will move in time to a sequence of music or sound effects. Some of the activities are undertaken while the playback is paused and where this is the case you will hear a signal (usually a short musical chord or sound effect) indicating that it is time to pause playback for the activity.

The Teacher Notes for each unit offer a content grid indicating the activities within the drama session and guidance to the leader of the session on how best to use the content and how to assess pupils' responses to it.

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Primary Drama. Cross-curricular drama activities for KS1 and KS2, for non-specialist teachers, exploring a range of primary topics including History. Let's Make a Story. First Steps in Drama. BBC School Radio. BBC Teach.

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The Book Channel celebrates children's books and their creators. Here you will discover new books and learn about your favourite authors. You'll get to hear about the latest books. And if you are a teacher or school librarian, there's advice on choosing books for your classroom too.

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Here is a quick introduction to the Take One Book Framework.

Before Reading

Hook

Setting up the learning to engage children and excite them makes a huge difference to the way they approach a new book. A hook can:

provide an immersive multisensory experience with artefacts, images, sounds...and even smells

start with a dramatic scenario to provoke questioning

kick off with a visit to a place of interest

present a problem for the children to solve

be an attractive book display which encourages browsing and roaming around a topic for a period before the book is introduced

begin with a visit from a writer or an illustrator

On occasion you might create a 'bells and whistles' immersive experience that captures the children's imaginations through stimulation of all the senses. However, on other occasions you might prefer a simple, perfectly pitched, introductory sentence or two: 'Imagine that you could wish for anything that you wanted, anything at all. Now what would you wish for? Do you think that it would be good if all your wishes came true? That is exactly what happens to the children in the story that we are going to read together. Will it be the dream that they have always hoped for? Let's find out...'.

Orientation

The orientation gives consideration to what needs to be put in place for children to access the text. This could be achieved through:
Activation of prior knowledge
Helping children make connections between their own experiences and a text is a useful way into a new book, particularly if the context is unfamiliar and the connections are not immediately apparent. This part of the process is important for teachers to gauge children's prior knowledge. It is also an opportunity for children to share different cultural experiences and learn from each other.
Building background knowledge
In some instances, it is beneficial to develop background knowledge prior to reading. For instance, knowing something about the coal mining industry before reading Town is by the Sea, could enhance understanding and appreciation of the story. Consider the context, the children's experiences and the assumptions about prior knowledge assumed by the text. It is advisable not to over explicate; we learn through reading as well as direct experience. A judgement hs to be made about what to teach in advance, and what is best left to emerge through the course of reading.
Key vocabulary
Take One Book uses a blended approach to vocabulary teaching which is woven into the teaching sequences.

Some key vocabulary may be pre-taught to help children access the text. However, judgements need to be made about what is essential. Too much pre-teaching of vocabulary can disrupt the child's construction of the text schema. Generally, when readers encounter new words in texts, they can approximate an understanding from the context. This is usually sufficient for understanding the gist. Unless the vocabulary is likely to be a barrier to accessing the text, it may be preferable to leave the focus on word investigation and definition until after a first reading; more precise understandings can be clarified later.

Where pre-teaching is considered necessary, creative ways of introducing new vocabulary is built into the orientation stage. For instance, audio visual strategies are used for introducing words from a semantic field, which are essential to the visualisation of the text. Exploring high concept words prior to reading is used occasionally to develop an open-mindedness when approaching the text. Contextless teaching is avoided.

During Reading

First Encounters

A principle of the Take One Book approach is that the first encounter with a book should be a wholly pleasurable experience. One of the best reading lessons, that reading is rewarding and pleasurable, is taught implicitly through sharing a book. It can be an emotional experience, which initiates laughter or tears. It can prompt us to thought and to action. It has a purpose, indeed many purposes, which are greater than the sum of curriculum statements or learning objectives. In our view at the heart of the reading lesson is the reader, and this is what fundamentally drives the teaching and learning. The first encounters are therefore crucial for elliciting children's responses and provide an opportunity to make formative assessment. With this in mind, it is important not to move too quickly into instruction mode, or over analyse a book before the children have had an opportunity to develop a personal response.

It is also important to take time to find out whether the children understand the text at a literal level. Without a surface understanding, it will be very difficult, if not impossible, for them to appreciate deeper layers of meaning in a text.

Some of the approaches used in Take One Book for introducing the text include:
Reading aloud
Reading aloud to your class is important throughout the primary years, well beyond the stage at which children can read the words for themselves. As children encounter increasingly challenging texts, with language that does not replicate the patterns of spoken language, it continues to be important to read aloud, developing their ear for reading an increasingly wide range of texts. When listening to an experienced reader read with expression, pace and sensitivity to rhythm and cadence, children will internalise the writer's voice. Reading aloud develops 'the ear for reading', which is essential for the acquisition of reading fluency. Furthermore, uninterrupted reading gives children time to build a mental image of the text. Mental processing will be inihibited if there is too much interrogative questioning mid-flow. For this reason, children should be allowed to simply listen to a first reading (stopping occasionally at a natural break to check understanding is appropriate for long chapters or passages). Children can also be encouraged to monitor their own comprehension and ask for clarification if they don't understand. It's a matter of making a judgement between becoming immersed in the story and securing literal understanding.

Some predictions may be encouraged but should not be overused to the point that little is left to discover as a story unfolds.
Exploring ideas
First encounters with a new text will include an element of exploration. The children might discuss initial ideas and share their thinking with you. Alternatively, they might explore their ideas in independent reading circles. One of the observations that we made when conducting the 4XR research for the London Schools Excellence Fund was that teachers moved very quickly from reading to direct instruction, with little opportunity for children to meaningfully explore their own understandings. Consequently, teaching was often pitched inappropriately. Making the minor change to include an exploratory element in the teaching sequence proved beneficial to the children, who were more lively, engaged and able to make relevant links. Teachers reported feeling better equipped to move the learning on.
Checking literal understanding, clarifying and explaining
After the first reading children's understanding is monitored by having them explain the text. This might be in response to a simple question, 'What has happened so far?'. A character led piece might be explained with a question such as, 'What do we know about Jack?'. These questions require recall but are sufficiently open to allow readers to tell what they know. Another strategy for explaining a text is to ask the learners to annotate the text and to use the annotated examples to idenitify priorities for teaching.

Some vocabulary, grammar and punctuation work might be undertaken at this point, particularly to unravel tricky passages or unfamiliar constructions. Looking at the way images are constructed in order to convey specific meanings or elicit responses is as important as a focus on verbal text.
Expose thinking
One of the outcomes of the first encounter phase is to provide an opportunity for children to demonstrate their thinking. A learning environment where risks are encouraged will allow children to show what they think without fear that their ideas will be dismissed.

Tools like graphic organisers and thinking maps can be usefully employed to:

help children to shape their thinking

help teachers plan the next steps in the learning journey

provide a record of the learning.

Digging Deeper

Securing a surface understanding, exploring the children's initial responses and questions, leads on to uncovering the multiple layers in text. The form this takes is dependent on the type of text. Literary texts offer themselves for interpretation, historical texts may require some thinking about historical literacy, a simple procedural text may not lend itself to much analysis or investigation.
Refining a response
There are many aspects of textual analysis that can be developed more deeply. For example, you may want to to reflect on character and to consider decisions taken at pivotal moments. Drama conventions are particularly useful for working through these ideas. Visualising helps learners to elaborate their understanding, which can support more complex interrogative inferencing.
Expanding thinking
Teacher and pupil questions initiate dialogue which promotes deeper thinking. Statements are used to develop argumentation and encourage the justification of ideas.
Children are encouraged to look beyond what they already know and to consider alternative viewpoints. More experienced readers are challenged to consider how characters are represented and to decentre and consider how different readers might respond. Different types of thinking, such as 'compare and contrast', 'cause and effect' 'identifying the writer's intention' can be modelled and supported with graphic organisers.

After Reading

Review and Reflect
Review
After reading the focus is on reviewing the text as a whole. In fiction this might include looking at changes that have occurred during the course of the story. Have any characters grown and developed? Have problems been solved? Themes are identified and discussed.

With fiction and nonfiction, children might summarise a text by distilling key information. Making evaluative responses requires thinking beyond the book to consider how it measures up against other texts. Is it a good example? What criteria can we use to judge?

Opportunities are provided for children to discuss the relevance of the book to the wider concerns of the world. These text-to-world discussions are usually engaging and lively. Returning to the text after reading allows the children to make further connections and deepen their knowledge.
Reflect
Reflection is an ongoing process. Each lesson in the framework includes a reflective element. At the end of the reading sequence children reflect on what has been learnt. Children are encouraged to evaluate their learning and identify the strategies that were particularly useful so that they can use them in their independent work.

Writing Opportunities

The first stages of the Take One Book process focus on developing greater depth in reading. Many of the lessons lead seamlessly into writing opportunities. Some of these will be short recording tasks, which are indicated within the lesson outlines.

In this section, we describe some writing possibilities which can be developed over a sequence of lessons. Some are genre specific, but others are content driven. As a rule of thumb, we consider it important that space is left for children to make choices about their writing. Pinning down the form, content, audience and purpose leaves little room for the child's imagination, or freedom of expression. If the goal is to write about a theme or topic, we will generally leave the structure open, and if the goal is to develop writing in a specific genre, we will leave space for children input original ideas.

Wherever possible, we encourage writing with authentic purpose and for audiences beyond the classroom.

Wider Learning Opportunities

Some of the book choices in Take One Book lend themselves to wider learning opportunities - making connections with other areas of the curriculum. We have not forced the connections; some books have more potential than others.

Wider learning is likely to run alongside reading the book rather than being left until the end of the sequence, although it appears at the end of our framework.

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Here is a quick introduction to the Take One Book Framework. Setting up the learning to engage children and excite them makes a huge difference to the way they approach a new book.

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Examples of sequences of learning for grammar-20231127

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English whole class prediction reading lesson plan (1) (1)

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Examples of sequences of learning for grammar-20231127