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A quick vocabulary lesson

30/9/2018

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Planning to look at vocabulary in a reading session should not be a laborious task.  A quick annotation of the text should allow you to choose the key vocabulary that you would like to look at and discuss with the students. 

This week I looked at Survivors by David Long with a group of Y6 children.  I decided to focus on vocabulary with the children in this short 15-20 minute reading session.  The class theme at the moment is Mountains so I chose the text to tie in with this. 
Click the image for further information about this book. 
As a hook into the lesson we watched this 'Top 5 avalanches' video on YouTube.
​We read together the opening of the Colby Coombs story and in the first two paragraphs I picked out the words highlighted below in red and asked children if they knew what they meant?  For some, children gave excellent definitions, others were educated guesses from context and some had to be explained to them.  We recorded them on the board and revisited them at the end of the lesson.
 
“America’s highest mountains, which span more than 400 miles”
 
“An experienced mountaineer and wilderness guide”
 
“blinded by a condition known as a whiteout”
 
“down a sheer​ rock face of the great mountain.”
 

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I asked – was this avalanche expected?  They answered no.
 
I asked them to highlight or underline three phrases which show that the events happened quickly or rapidly. ​
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They underlined: ‘Within seconds,’ ‘With no time,’ ‘sudden’ and we discussed how using all three of these in quick succession intensified the feeling of speed.  
 
We read the next section and I instructed the students to find any evidence that the avalanche was very powerful. 
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​We then collected synonyms that the children knew could be used to describe the powerful avalanche.
 
e.g.
ferocious
strong
fearsome
vicious
savage
awesome
 
We then discussed which other natural phenomena could be described using these words.
The savage ocean, a ferocious earthquake, an awesome eruption (of a volcano)
 
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Useful:  A working knowledge of texts.

14/6/2018

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Ask a teacher to name a book about WW2 and they can usually throw around the names of quite a few.  ‘The Silver Sword’ (classic one), ‘Good Night Mr. Tom’ (Heart-warming one), ‘Boy in the Striped Pyjamas’ (shocking one) and ‘Once’ (graphic one).  Ask though, which of these books describes the setting of a bomb crater the best and less books may be suggested.
 
It is imperative though, that teachers have a good working knowledge of the texts, the language used and the structures in order to weave them skilfully into English lessons.  For this to happen, a wide range of texts need to have been read by the teacher or teachers so that they can recall features, concepts and even sentences which they can use with their students as model texts.  
 
Take the examples below, each of them is from a different text but each of them describes a forest.  It doesn’t really matter what genre the children are writing; a good description can be utilised across a range of writing episodes.
 
In a hypothetical classroom, somewhere around Year 5 or Year 6, a child is writing about ‘waiting in a forest ready to go into battle during WW2’ based on a picture, film or other stimulus that the teacher has provided.  If the class teacher wants to show them a model, they generally have two options – try and find a book where the exact same scenario is occurring (this may not even exist) or write their own model. (Some teachers find difficult).
 
However, much of the language used in the extracts below would be useful, as would some of the sentence structures and techniques such as building atmosphere or using similes.  None of the books below are about World War 2 or are from battle scenes though.  With some slight adjustments they can be adapted to work for any narrative which needs a description of a forest.
 
The Wizards of Once
Perhaps you feel that you know what a dark forest looks like. Well, I can tell you right now that you don’t. These were forests darker than you would believe possible, darker than inkspots, darker than midnight, darker than space itself, and as twisted and as tangled as a Witch’s heart. They were what is now known as wildwoods, and they stretched as far in every direction as you can possibly imagine, only stopping when they reached a sea.
 
Cowell, Cressida. The Wizards of Once: Book 1 (Kindle Locations 32-35). Hachette Children's Group. Kindle Edition.
 
In this description the teacher can discuss how Cowell has directly addressed the reader, used rhetorical devices and repeated the word darker and how this effects the audience.
 
The Dreamsnatcher
Tanglefern Forest was vast, with some trees so old and tangled that few had passed beneath their branches. But there were places you went and places you didn’t. The Ancientwood in the north of the forest was safe: there was the glade of brilliant spring bluebells and yews beyond Oak’s camp, then a grove of crab-apple trees, and beyond that, after the forest, the farm itself and Tipplebury village. But south . . . Well, south was another place altogether. So she’d heard. The Deepwood was rumoured to be full of shady trees and rotting undergrowth and, when it ended, the heathland, with it sinking bogs and soggy marshes, began.
 
Elphinstone, Abi. The Dreamsnatcher (Dreamsnatcher 1) (pp. 9-10). Simon & Schuster UK. Kindle Edition.
 
I like in this extract how Elphinstone paints a positive picture of the forest in the North but then lets the reader imagine what the forest to the South is like.  Think back to the scenario of world war 2.  The soldier is in the forest and using Elphinstone’s technique, they could say something like:
 
‘The North side of the barbed wire was safe.  The animals went about their daily business, birds were in the trees feeding worms to their chicks, fox cubs frolicked in the long grass of the clearing and a few of us managed to take off our boots and clean ourselves in the babbling brook.  But on the other side of the barbed wire?  Well that was another place altogether, from what he had heard it was worse than hell, a mud filled hell…’
 
The Lie Tree
Faith walked through a midnight forest. The trees were pure white, and rose high above her head, disappearing into a blue-black darkness. There was no wind, and yet the snow-white leaves shivered and whispered. She raised one hand to push aside low-hanging foliage, and felt her fingertips brush paper. The trees were flat and pale. The ragged-torn ferns stroked the skin of her hands, paper-cutting her, slyly cruel.
She was not alone.
 
Hardinge, Frances. The Lie Tree (pp. 234-235). Pan Macmillan. Kindle Edition.
 
The colours that Hardinge uses here are interesting and the last line.  'She was not alone' could be utilised in the scenario above to describe the soldier as well as in many other narrative scenarios.
 
The Spell Thief (Little Legends Book 1)
The air in the dark woods was thick and damp. Anansi stopped in front of a fallen tree. The roots rose above him like huge dead claws.
 
Percival, Tom. The Spell Thief (Little Legends Book 1) (pp. 41-42). Pan Macmillan. Kindle Edition.
 
This is a great example of simile, but it is from a book that most teachers would use with Year 3 and Year 4. Having a knowledge of books from other year groups and other key stages, including books for adults is also useful.
 
I am working on collecting some texts around a number of themes like these which I will continue to blog and discuss in my CPD sessions.
 
I am currently updating my CPD courses and the range which I offer for the next academic year so keep your eyes peeled for updates here www.literacyshed.com/cpd
 


Click the book covers for more information about each
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Reflections on writing...

20/3/2018

6 Comments

 
About 3 years ago I decided to write a novel.  A historical novel for children set in and around Norwich Cathedral.  At this point you may be wondering 'Why?'  There are a number of reasons but basically I had an idea and I fancied pursuing it.  I have some time on my hands, it is purely for my own pleasure and it allows me time to drop out of the hectic day to day running of The Literacy Shed and sit quietly.  It also allows me to visit as many cathedrals as I possibly can which is a secondary pleasurable benefit. 

These are some of the key points that I have learned during the VERY slow process. 

- No one needs to read this writing in order for the process to be enjoyable.  
- Not everything that I write will be published anywhere except in my own private notebooks. 
- Not everything will go as planned because ideas ebb and flow as the ink runs across the page. 
- There is no need to stick rigidly to planned structures at the sentence level either.  They are fluid and     will change through the process. 
- The quality of the writing isn't dependable on a narrow set of grammatical conditions. 
- It is useful to write in small chunks and add them into the narrative. 
- Characters come alive once the writing begins and take on a whole new personality sometimes. 

The biggest lesson really is that it is OK to start again.  The story has been set in Middles ages Norwich, which at one point became the fantasy city of Nearwich. I experimented with the same story being set during the industrial revolution and then in a strange 'steam-punkish' industrial/medieval landscape and now me and Tom (main character) are back in the medieval period. 

How does this affect the teaching of writing?

- Remind the children that their writing may not be published but give them the choice whether to have people read it or not. 
- If you have a great idea you do not need to stick to the plan. 
- Experiment with language and grammar structure and go with what sounds best. 
- Write in small chunks and build up towards a finished piece. 
- Allow time to go back and add in more small chunks (or even big chunks) into the narrative. 
- It is ok to start again! 

Writing like this has really given me an insight in both the processes we force the children to go through and the way in which we help them to build narratives around given characters and themes. 

I will continue to reflect upon this process and blog about how this can aid the teaching of writing. 

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Wicked Young Writers Competition

12/2/2018

5 Comments

 
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WICKED, the award-winning West End musical that tells the incredible untold story of the witches of Oz, together with the National Literacy Trust celebrates its eighth year of the prestigious WICKED YOUNG WRITER AWARDS. As in previous years, entrants can enter one of five different age categories; 5-7, 8-10, 11-14, 15-17, 18-25. In addition, the 2018 Awards see the third year of the FOR GOOD Award for Non-Fiction, encouraging 15-25 year olds to write essays or articles that recognise the positive impact that people can have on each other, their communities and the world we live in. The WICKED FOR GOOD programme supports the charitable causes at the heart of the stage musical.

There is a 750-word limit (not including the title words) on any theme. In the fiction categories, any creative writing will be accepted, a story, play or poem, it can be something written at school or home that has not be entered into a competition before. If you prefer to write non-fiction, you may like to enter the Wicked: For Good Award for Non-Fiction and write an article, essay, biography, review or letter, to name a few! A shortlist of 120 entrants from across the UK will see their work published in the WICKED YOUNG WRITER AWARDS Anthology. They are also invited to an exclusive ceremony at London’s Apollo Victoria, home to the hit musical since 2006, where judges and members of the WICKED cast will read the winning stories and poems and announce who has won in each category. For T&C’s and full prize fund structure please see Wicked Young Writer Awards website. www.wickedyoungwriterawards.com
 
Here are the rules:
·         Entrants must be aged between 5-25 years old when entering the Wicked Young Writer Awards
·         Entries can be hand-written or typed
·         Writing must be original and your own ideas
·         Judges criteria: originality, narrative, descriptive language, characterisation.
·         Ensure that all students include their name, surname and age on the entry form
·         Open to UK residents only

All winners:

·         Win four tickets to see the London production of WICKED at the Apollo Victoria Theatre. 
·         Meet cast members after the show along with an exclusive backstage tour.
·         £50 worth of books/eBooks tokens to spend.

Other prizes for each category:


5-7 also win:

·         A creative writing workshop for your class
·         £100 worth of books for the winners' school library donated by Hachette Children's Books. 

8-10 and 11-14 also win:

·         An annual subscription to First News
·         £100 worth of books for the winners' school library donated by Hachette Children's Books.

15-17 also win: 

·         A writing masterclass with a professional author

18-25 also win:

·         A self-publishing package from Spiderwize, to publish your very own work.

 Award for Non-Fiction also win:

·         Work experience at First News newspaper, shadowing the editor Nicky Cox, MBE.
·         The 3 schools that submit the most entries also win creative writing workshops.
·         All finalists’ entries get printed in the Wicked Young Writer Awards anthology.

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A quick blog about collective nouns

30/11/2017

3 Comments

 
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A flamboyance of flamingos

​http://www.flickr.com/photos/pedrosz/1955192221/

​Collective Nouns
 
This week I came across a collective noun that I had not heard before, ‘A flamboyance of flamingos’ and this reminded me of some of others which I already knew: a business of ferrets, a murder of crows and a parliament of owls.
 
I then started to share them each day on twitter using the hashtag #collectivenouns and sharing the most unusual examples that I could find, such as a dazzle of zebras.
 
The posts garnered lots of interest, so I began to think about how I would use the collective nouns in writing. Many of the words are incredibly descriptive and could be used when writing setting descriptions in order to help convey a mood.
 
For example, when creating a peaceful mood, perhaps to describe a quiet country walk, the following examples could be used:
 
As I crossed the dew-kissed meadow, the sun rose above the distant hills and a wisp of snipe took flight from the long reeds.
 
The word  ‘wisp’ used here adds to the peaceful mood whereas an example such as a ‘pandemonium of parrots’ or ‘a band of plovers,’ or even a ‘parliament of owls’ would shatter the peace.
 
It isn’t only birds that can lead us to imagine a peaceful moment.  Barely a sound could be heard, except the gentle ruffling of the breeze-blown leaves in the trees and a prickle of hedgehogs snuffling for worms.
 
As well as peace, they could help children to include some atmospheric language in their writing:
 
A murder of crows nestled on the black, skeletal branches above, almost invisible now as the darkness descended.
 
The word murder will have connotations for the reader as will the word skulk in the following example:  A skulk of foxes prowled through the town, silently illuminated only by the weak moonlight.
 

 
 
 
An ambush of tigers
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A skulk of foxes

Taking it further...


​To take it further, collective noun can be used as similes – see the examples below:
 
The gang prowled the estate like an ambush of tigers. 
The snowy mountains nestled together on the horizon like a giant aurora of polar bears.
The models took to the catwalk like an flamboyance of flamingos; tall, thin and colourful. 
The children alighted the bus like a troop of monkeys 
 
Another interesting activity would be to ask children to create their own collective nouns.  We asked on social media for a collective noun for teachers and amongst my favourites were:
  • An exhaustion of teachers,
  • A patience of teachers,
  • A reward of teachers,
  • An exaltation of teachers… the list went on and on – please add your own in the comments section.
 ​
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A nursery of racoons
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A shrewdness of apes
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A mischief of mice
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A quiver of cobras
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A crash of rhino
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A pomp of pekingese
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A tower of giraffes
And some more...
  • a diligence of messengers,
  • an illusion of magicians,
  • a shuffle of bureaucrats, 
  • a stalk of foresters, 
  • a superfluity of nuns, 
  • a tabernacle of bakers, 
  • a fluther of jellyfish,
  • an escargatoire of snails, 
  • a kaleidoscope of butterflies, 
As always thanks for reading!  Please share!

Thanks

​Rob 
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Another 50 primary focussed tweeters you probably should be following!

18/4/2017

3 Comments

 
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This is the second list of Primary focussed teachers that I have produced.  These are people that I have interacted with and followed rather than a list of people that I have looked up.  Apologies if you haven't made the list but I am sure there will be a further list very soon.  The first 50 can be found here.   

 @AllanaG13 - Secondary Leader in Primary Ed - #BAMEed Founder
@Brogan_Mr - #WhatItaughttoday Deputy Head
@cazzash - Deputy head and children's book fan
@ChrisChivers2 - Francophile and all round knowledgeable guy
@Claresealy - Primary Head Teacher in that there London
@DaisyMay29 - Teacher, Reader, Writer, Dreamer
@Darynsimon - Teacher often at the heart of the debate 
@etaknipsa - Curiosity hasn't killed this primary teacher... yet!  
@ey_inspiration1 - Early years duet
@GalwayMr - Part of the amazing Herts for Learning team
@gareth_metcalfe - He sees maths! 
@geordiecat2012 - Cat lady teacher
@hengehall  ICT Master Wizard
@HeyMissPrice - Always sharing great Literacy ideas
@HopeStreetBlues - Member of the optimistic SLT society
@isright - I wouldn't want to walk a week in his shoes he runs too far! 
@JulesDaulby Literacy, SEND and a penguin
@librarymice - School Librarian sharing great books
@Libwithattitude - with attitude like this the books are never late back
@lobroo - My oldest Antipodean twitter pal!
@macfin76 - Y1 teacher who likes a ramble
@Marygtroche Almost legendary critical thinking bookworm 
@MaryMyatt - Hopeful about schools
@Mr_P_hillips - Friend, Teacher, Entertainer (in that order) 
@MrBKing1988 - A thoroughly entertaining twitter feed
@MrBReading - One of my 'go to' book peeps
@MrBoothY6 - Computing lead who loves books even more than computers!
@MrEFinch - Generally irritated except when on a reading spree
@MrGPrimary - his bio says incompetent but I can't believe that! 
@MrMarchayes - holder of multiple learning powers
@nancygedge - SEND legend!
@NikkiGamble - Off exploring children's literature
@OldPrimaryHead1 - <--Does what it says on the tin! 
@Parky_teaches - Love of books, StarWars and Night Zoos
@pickleholic - Headteacher of Hogwarts
@pivotalpaul - Teacher wrangler
@primarypercival - Genius behind the Ladybird book of Edutwitter 
@rachelrossiter - SENDco checking your ladder is against the right wall 
@RobertsNiomi - Laminating Queen ;) 
@Sarah_Jayne1982 - Teaching the next generation 
@Sarah_Wright1 - Enthusiastic Senior Primary Edu Lecturer 
@Skippity_doo - Another awesome librarian sharing awesome books 
@Thatboycanteach - Positive teacher knocking out some great blogs
@theprimaryhead - the definite article
@trainingtoteach - filled with positivity for the job - will he change his twitter handle soon?
@Vocabularyninja - Creeps up behind you and shares words of the day

(PS I know there are only 45 but I have left some space for when people inform me who I have missed out)  As always I welcome your comments. 
Plus follow the new subject specific Primary Rocks threads for themed ideas and discussions. #primaryrocks (more coming soon too) 
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Reading Vipers

20/3/2017

59 Comments

 
I have been thinking about and researching how to improve comprehension skills using a range of high quality texts, images, picture books and of course film. 
After a number of sessions with children in schools using the new content domains, which can be found on the gov.uk website, I found that all of the key comprehension skills were being covered through the domains. As some of you who follow this blog will know, I like a mnemonic.  So I set about thinking about a mnemonic that could be used by teachers, other adults who read with children and also the children themselves.  My first attempt - MR SIP TEA was not the catchiest so we have come up with Reading Vipers.  Vipers cover the key comprehension skills in line with the 'new' content domains. 
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The same mnemonic can be used by both KS1 and KS2 with a little adaptation. 

The main differences being in the S - sequence in KS1 and Summarise in KS2 also in the Explain section.  

In KS1 'Explain' is not one of the content domains, rather it asks children to explain why they have come to a certain conclusion or to explain their preferences, thoughts and opinions about a text. 

In KS2 the Explain section covers the additional content domains of 2F, 2G and 2H which are not present in KS1. 

(See Table below.)
 
We have created a useful set of question stems for each of the VIPERS which teachers will soon be able to download.
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At Literacy Shed the minions are now busy making a whole host of resources that will link to Reading Vipers.  There are now 30+ Film VIPERS on www.literacyshedplus.com

We are also creating a range of comprehension materials based on extracts from classic texts such as Black Beauty, The Time Machine, Robinson Crusoe and many more which will soon be available here. www.literacyshedplus.com   Until then you can download The Time Machine sample (as seen below) by clicking here. =
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Visual Vipers

The same key viper skills can be rehearsed effectively using single images or picture books.

Take a look at this example using the picture book 'Return' by Aaron Becker. 
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V - Can you think of one word that will best describe how the girl's Father is feeling?
I - How is the girl feeling at this point?  Use evidence from previous pages to explain why she may be feeling like this. 
P - What do you think will happen now her Father has arrived? 
E - Explain the difference between her Father in this scene and when we see him in the first two pages of the book. 
R - Where are the characters when the girl's father finds them?
S - The Father will want to know what has been happening.  Imagine you are the girl, summarise the events in the story so far to tell to her Father.

FILM VIPERS

There are over 30 sets of VIPERS questions for the Literacy Shed films now on www.literacyshedplus.com
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The question stem documents can be downloaded by click on the relevant image below. 
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As always comments are welcome! 
Click the text below for further reading. 

Further Reading:  Applying VIPERS

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Don't tell me the moon is shining...

4/4/2015

 
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  “Don’t tell me the moon is shining; show me the glint of light on broken glass.” Anton Chekov talking about the use of a well know literary device called ‘Show, don’t tell’ and more recently ‘Show, not tell.’

This method which has many proponents in the world of literature is not a new phenomenon.  Ernest Hemingway opens his novel ‘To have and have not’ written in 1937 with the following lines:


You know how it is there early in the morning in Havana with the bums still asleep against the walls of the buildings; before even the ice wagons come by with ice for the bars?

 

Here Hemingway is painting a picture of early morning in Cuba, he could have easily written ‘One very early morning…’ some writers may argue that these examples are still ‘telling’ although somewhat elaborately. Calling it ‘Show, not tell though does simplify it for our students and is a great way of getting them to use vivid description.

 

Evan Marshall from http://themarshallplan.net/ says:

Don’t just write “The subway station was shabby.”

Write: “Near the edge of the platform, a man with knotted hair held out a Dixie cup to no one in particular, calling, ‘Spare some change? Spare some change?’ Swirls of iridescent orange graffiti covered the Canal Street sign. The whole place smelled of urine and potato chips.”

Perhaps both are telling but one is telling in much more detail.  The latter has much more detail and drama.

I use film widely in my teaching and I use film to demonstrate this technique.

The following two extracts are from a music video called 'Titanium' by David Guetta. 


He was cycling really quickly.
The police appeared at his front door
Here we can see that he is cycling rapidly. However the director zooms in on the actions that we should be focussing on.  He uses a tight shot on the boy's feet and pedals as well as his face.  So we can use this to demonstrate to pupils that rather than telling, 'He was cycling quickly.'  We can show; 'His feet were pedalling furiously, his face was set in a mask of determination and houses zoomed past on either side. 
In this clip the police arrive at the boy's house.  We know it is the police through inference and deduction.  However, students often want to write; 'then the police arrived!'  In this film the director again shows the pupils what to write about, for example:
'Shadows appeared at the bottom of the door but the boy hadn't noticed.  They then appeared at the top of the door in the glass then the outline of a deadly weapon was silhouetted against the window blinds.'
The boy was bored and his father was frustrated.
Suddenly a whale appeared.
These two excerpts are from one of my favourite films on The Literacy Shed, called 'Catch a Lot.'
In this clip we ask the pupils to write about how the two characters are feeling, something they have inferred from their body language.  Students may write, 'The boy was bored and his father was frustrated.'  Once again the film shows us what to include in our description of these two feelings for example:

    The boy released his oars, puffed out his cheeks and let out a dramatic sigh.  His father noticed this and covered his face with a meaty hand drawing it downwards.


In this clip we get our first taste of the excitement felt by the father figure when he knows a whale is close. 

Children invariably want to write 'Suddenly a whale appeared' at this point.  I ask if the director has shown a whale?  Can anyone see a whale?

No - what can we see? A spout of water.  So instead of writing 'suddenly a whale appeared' we write what we can see, for example:

He heard a noise and in the distance he saw a huge spout of water erupt from the calm ocean.

Our readers will know this is signalling a whale.
There are many other examples in the films on www.literacyshed.com and I may follow this blog up with them if people think it is useful.

Thanks for reading and I hope you leave a comment.

Rob

Fear of Failure

6/3/2014

5 Comments

 
On Tuesday I had the pleasure of speaking at a conference in Coventry, I was followed by Roger Black MBE who delivered a keynote speech about his career. 
I sat and wondered what the relationship between his career and teaching would be. Roger spoke at length about overcoming adversity and teamwork, the type of thing that teachers do on a daily basis. One thing, however, struck a chord with me. Roger discussed his 'fear of failure' how this fear pushed him from excellent to outstanding. 

I wondered... Do we instil this fear in children? Should we? Would our children in school perform better if they had a fear of failure? I thought about my own classroom setting, are my children striving to achieve at all times? No. Do they have a fear of failure? The majority don't. 

I then began to think about how I deal with failure on a daily basis. In my Year 5 class what happens if a child delivers a substandard piece of work? The answer: not a lot!  If they have been lazy, they may have to do the work again, but only if the work is substantially below standard. If they have failed to achieve due to carelessness, I will probably warn them about their effort or concentration levels. Is it my fault that these children do not have an intrinsic fear of failing? Do they just think they can get away with it or is there another underlying problem?

I have met a number of children throughout my career who don't seem to care about their work, who don't care about achieving. These children lack ambition, it could be down to social pressures, family traditions or a lack of aspiration. 

We need to engage these children in a way that makes them care.  We need to make sure they care about achieving and instil in them a fear of failure. 

The question is how?  [I will blog about this at a later date.] I am forming some ideas....

Rob
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    Rob from Literacy Shed

    Just writing down what I think about school and education. 

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