When teaching writing, we often find ourselves asking children to use stronger, more powerful, verbs. In this short article, I look at the impact of using strong verbs, how we can model their use to children, and share some examples of strong verbs we can use in our writing sessions.

Which of the following sentences is correct?

The bus waited for Sam and me.

The bus waited for Sam and I.

I explain how to help your students make the right choice by referring to pronouns, subjects, objects and a quick and dirty trick.

You know how hard it is to pull all the strands of literacy together so that everything makes sense. And, you know how important it is to teach this huge range of literacy skills in a context that makes sense to the children. That’s why so many of us choose to use children’s books as the stimulus for our literacy learning. In this article, I open a window on my approach to planning literacy learning with children’s books.

If you’re looking for a resource that links grammar to high-quality children’s books, our Starting Points Overview is just the thing. Find out more about this invaluable resource in this short article by our Director, Rachel Clarke.

Writing for purpose and audience in order to fill the gaps in children’s writing.

How our fantastic FREE Progression Document can help you plan for narrative writing across KS1 and KS2.

Our hugely popular FREE download guides you through the grammatical features found in authentic non-fiction texts and helps you teach those skills progressively across KS1 and KS2. Read more about it here.

Quick and easy tips to support teaching and learning about possessive apostrophes.

Advice and ideas for ensuring that grammar is taught effectively and creatively in KS1 and KS2.