Creating meaning resources

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

Students write arguments for and against school rules.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students write both open and closed questions about the importance of smartphones to students their age.

In this resource students select the correct word from a range of homophones from the essential word lists.

Students first do the science activity Throwing Balloons - investigation (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students read a short narrative recount and indicate each place in which a paragraph break is needed.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.

This resource assesses students' ability to identify and correct common spelling errors, taken from the essential word lists of commonly misspelt words.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.