welcome to the year 5 and 6 english workshop 8.11 · adjectives, verbs and adverbs ... (a...
TRANSCRIPT
Welcome to the Year 5 and 6
English Workshop 8.11.16
Structure:
New curriculum
Knaphill Initiatives for English this year
Five minute slots on Spelling, Punctuation, Vocabulary, Sentence Structures and Editing and Improving
The Aim of the National
Curriculum for English - Writing
transcription (spelling and handwriting)
composition (articulating ideas and structuring
them in speech and writing)
‘It is essential that teaching develops pupils’
competence in these 2 dimensions. In addition,
pupils should be taught how to plan, revise and
evaluate their writing. These aspects of writing have
been incorporated into the programmes of study for
composition.’
SATS
Knaphill Initiatives for Writing
Focus on high quality presentation of work
supported by a new presentation policy which sets
out guidelines and expectations for pupils and
staff.
Presentation Award – Golden Pencil
Homework Diaries – contain resources e.g.
Statutory spellings, grammar and punctuation
checklists
Aids to support the writing process e.g. PC Hill
PC Hill
Spelling Workshop
Pupils should be taught to:
a)use further prefixes and suffixes and understand the guidance
for adding them
b)spell some words with ‘silent’ letters [for example, knight, psalm,
solemn]
c)continue to distinguish between homophones and other words
which are often confused
d)use knowledge of morphology and etymology in spelling and
understand that the spelling of some words needs to be learnt
specifically, as listed in Appendix 1 of the National Curriculum
e)use dictionaries to check the spelling and meaning of words
f)use the first three or four letters of a word to check spelling,
meaning or both of these in a dictionary
g)use a thesaurus
Handwriting
Pupils should be taught to:
a)write legibly, fluently and with increasing speed by:
b)choosing which shape of a letter to use when given choices
and deciding whether or not to join specific letters
c)choosing the writing implement that is best suited for a task
Effective Strategies
Statutory Word Lists can be found in your
child’s homework diary and also on this website
https://www.gov.uk/government/uploads/system/uploads/attachm
ent_data/file/239784/English_Appendix_1_-_Spelling.pdf
http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/
For spelling activities try these websites:
http://www.topmarks.co.uk/search.aspx?q=spelling
Vocabulary
Workshop
Adjectives, verbs and adverbs – these need to be appropriate to the task
and ambitious. This can be done using a thesaurus.
e.g. Ancient as an alternative for old isn’t appropriate as ancient means
thousands of years, which doesn’t really link to an elderly person.
Let’s up level these words
Beautiful
Walking
Nice
Happy
Slowly
Big
Small
Figurative language Simile – saying something is like something else (a comparison)
Metaphor – saying something is something it is not
Personification – giving something a human quality
e.g. The house was like a lonely statue.
Trees were guards, protecting the house.
The wind whispered secrets to the long, forgotten house.
Expanded noun phrases An expanded noun phrase provides description about the noun. These can
be of varying levels.
E.g. The abandoned, eerie house hidden deep within the woods.
Relative clauses Relative clauses help to develop description and provide extra
information.
A relative clause starts with either: that, which, who, where, when or
whose.
E.g. The long, forgotten house, which was hidden deep in the forest, was
covered in deep green moss.
Descriptive language
Punctuation
Workshop
Year 5 Punctuation Objectives
Use commas to clarify meaning or avoid ambiguity in writing.
Using brackets, dashes or commas to indicate parenthesis
(additional information)) e.g. the president (and his assistant)
travelled by private jet.
Year 6 Punctuation Objectives
Use commas to separate phrases or clauses to clarify meaning or
avoid ambiguity in writing.
Using hyphens to avoid ambiguity.
Use inverted commas correctly.
Using brackets, dashes or commas to indicate parenthesis.
Using semi-colons or dashes to mark boundaries between
independent clauses.
Use apostrophes to mark contractions.
Using a colon to introduce a list.
Punctuating bullet points consistently.
Apostrophes Possession
Use an apostrophe to show possession (one thing belongs to another).
It was the dog's bone.
Add 's to dog to show the bone belonged to it.
Amy's dad was late picking her up from the cinema.
Add 's to Amy to show that it was her dad who was late.
Contraction
you have you've
we have we've
it is it's
do not don't
could not couldn't
is not isn't
Contractions
You can also use apostrophes to
show that you have omitted (left
out) some letters in a word, or when
joining words together.
Using contractions (two words
shortened to make one) like these
makes your writing easier to read
and more friendly.
Semi Colon Semi-colons, like commas and full stops, are a form of pause. They mark a breather within a
sentence. The full stop is the strongest pause, whilst the comma is the weakest. The semi-colon
comes in-between the two.
Rule 1: The semi-colon can be used instead of a full stop. It can link two complete sentences
and join them to make one sentence. The two sentences must be on the same theme. The
semi-colon can be used instead of a conjunction to join the sentences.
Example 1: The door swung open; a masked figure strode in.
Example 2: Alex bought a toy car; he played with it as soon as he got home.
So long as the second 'sentence' after the semi-colon links back to the first 'sentence,' it is
correct. They both must make sense on their own.
Rule 2: The semi-colon can be used in a descriptive list. When we first write lists lower down
the school, we tend to separate items in the list using a comma. However, when we describe
each item in the list, the sentence is extended considerably meaning that a semi-colon is
more appropriate.
At the circus we saw a clown juggling with swords and daggers; a lion who stood on a ball; a
fire eater with flashing eyes and an eight year old acrobat.
Colon Colons are used to expand a sentence. A colon is used to introduce an idea that is an
explanation or continuation of the one that comes before the colon.
Colons are used to introduce a list.
Dashes and Brackets Dashes and brackets perform similar functions. They are useful for separating off parts of
a sentence which introduce subordinate information which could be omitted. They are
used to punctuate subordinate clauses.
Dashes also introduce afterthoughts, particularly those of a surprising or unexpected
nature. Brackets cannot be used in this way:
She says she won't be joining us at the summer house - at least not until after the
children have left.
Everyone turned up for my twenty-first birthday - including Peter and Jane from
Australia.
SPAG
SPAG
SPAG
SPAG
Sentence
types
Workshop
Year 5 Sentence structure objectives
-recognising vocabulary and structures that are appropriate for
formal speech and writing.
-using the perfect form of verbs to mark relationships of time and
cause e.g. I had/have found a necklace.
-using expanded noun phrases to convey complicated information
concisely. e.g. the paisley patterned tie with a Windsor knot….
-using modal verbs or adverbs to indicate degrees of possibility e.g.
could, might, should-he could (verb) probably (adverb) help us a
lot or I will (verb) definitely (adverb) call you tomorrow.
-using relative clauses beginning with who, which, where, when,
whose, that e.g. I want to live in a place where there is lots to do
or with an implied (i.e. omitted) relative pronoun e.g. the boy who
was feeling very ill…the boy feeling very ill….
-Using some variety in subordinating conjunctions: because, if,
which e.g. because the rain can damage their skin….which was
strange…if she could…..
Start with a simple sentence.
Barry went to the fish and chip shop.
This is an independent clause.
Children need to know what is the subject of the sentence and what the verb and noun is.
We can then add an expanded noun phrase.
Barry went to the fish and chip shop with the bright neon sign outside.
Relative clause
Barry went to the fish and chip shop with the bright neon sign outside.
They start with: who, which, where, when, whose, that.
We have been teaching the children to place the relative clause in different places.
Barry, who should really be on a diet, went to the fish and chip shop with the bright neon sign outside.
Can you add your own relative clause.
Conjunctions
Add in a conjunction for a dependent clause.
because, if, which, while, although, despite, when
Barry, who should really be on a diet, went to
the fish and chip shop with the bright neon sign
outside while his old lady had a chat with
friends.
Year 6 Sentence Structure objectives.
-using expanded noun phrases to convey complicated information
concisely e.g. the unsightly rubbish lying at the bottom of the
once beautiful canal….
- uses some variation in sentence structure through a range of
openings: adverbials (e.g. some time later, as we ran, once he
had arrived…); subject reference (e.g. they, the boys, our
gang…); speech.
Adverbials
When, where, who, why, how.
Can you think of one to add?
Barry, who should really be on a diet, went to
the fish and chip shop with the bright neon
sign outside while his old lady had a chat
with friends.
Recap
With surprising speed, Barry, who
should really be on a diet, went to
the fish and chip shop with the
bright neon sign outside while his
old lady had a chat with friends.
Editing and
Improving
Workshop
Why edit and improve? Editing and improving is a key skill and is inherent in the Year 5 and 6
objectives.
Year 5
Year 6
How might you improve
these sentences? Children are often given ‘boring’ sentences to improving using
particular objectives.
1. The orange fox ran across the green field.
In the middle of the grassy field, the sly fox strolled towards his den.
2. The big ship bobbed across the ocean.
Bobbing unsteadily, the enormous ships (with paper white sails)
floated across the deep ocean.
How do we support the children to
edit and improve? The children are given success
criteria to edit and improve their
work using or a target to focus on
for their editing and improving.
The children are given checklists to
support them with their work.
The children’s teacher marking
targets also support them with
their editing, as they use these to
go back and edit and improve.
How would you improve this
paragraph using the success criteria?
Ian jumped out of his seat because
another giant spaceship was next to
us. Ian had a panic attack whilst I was
frozen in fear. We didn't know what to
do next. The spaceship, which was a
lot bigger than ours, shot out giant
clippers with wires all over them. The
spaceship spoke, "this is your last
chance, I repeat this is your last
chance." The ship started pulling us in
now.