Activity 1 Word Classes Starter spellings augh/ough The grapheme - - PowerPoint PPT Presentation

Activity 1 –

Word Classes

Starter – spellings augh/ough

The grapheme ‘ough’ is a very rare spelling variation of the /or/ (or /aw/) phoneme. Words such as ‘ought’, ‘nought’, ‘bought’ and ‘thought’, however, are used very commonly. thought, brought, nought, thought, thoughtless, fought The grapheme ‘augh’ is a very rare spelling variation of the /or/ (or /aw/) phoneme. Words such as ‘taught’, ‘caught’ and ‘daughter’, however, are used very commonly. Note that there are common spelling alternatives for the whole words ‘aught’ (ought) and ‘naught’ (nought). taught, naughty, daughter, caught,

Using the ‘ough’ words below, can you practise spelling them and write them into a sentence?

Now using the ‘augh’ words below, can you practise spelling them and write them into a sentence? caught laugh daughter laughter taught draught

What are ‘Word Classes’?

Word classes are a category of words of similar form or function; a part of speech.

• noun
• verb
• adjective
• adverb
• preposition
• determiner
• pronoun

Noun

Nouns are naming words for things, animals, people, places and feelings. apple Manchester happiness

Verbs

Verbs are words used to describe an action, occurrence or state. ran screams mixed

Adjectives

Adjectives are words which describe nouns. soft lovely brave

Adverbs

Adverbs are words which describe when, where or how an action is being carried out. regularly dangerously

• ften

Determiners

Determiners are words that introduce a noun and identify it in detail. an sixty my

60

P repositions

P repositions are linking words in a sentence, used to show where things are in time or space. beside upon towards

View activity sheet 1-

Can you identify the words into their classes? Can you write sentences using different vocabulary? * This sheet does not need to be printed and can be written out on plain paper or typed. *

Activity 2 –

Commas in lists

Starter – Handwriting practise

Handwriting is something we have been working really hard on in Year 4. It is important we keep practising to make our handwriting style presentable and readable. Using the handwriting strip below to support you, can you write 20 words which are joined correctly and sat on the line?

A comma looks like this

,

It is a type of punctuation mark that tells us to take a short pause when we are reading. The pause is not as long as with a full stop.

What is a comma?

A comma can be used to change the meaning of a sentence

• r to separate items in a list.

Look at this sentence: The he fruit bowl ha has oranges and bananas and pears and kiwis an and ap apples in in it it. Wha hat is wrong with h using ‘and’ between each h item in the he list?

Taking out ‘and’

Let’s take our fruit bowl sentence and remove ‘and’. Has this improved it? The he fruit bowl ha has oranges and bananas and pears and ki kiwis s and apples s in it. We We do need one ‘and’ in the he sentence. Whe Where sho hould it go? The he fruit bowl ha has or

• ranges

es, b bananas, pea pears, ki kiwis ap apples in n it it.

We have now improved our sentence by only using one ‘and’. Now we need to separate the

• ther items in our list to avoid confusion. This

is where commas come in handy! The he fruit bowl ha has oranges, , ba bananas, , pe pears, , ki kiwis and and ap appl ples i in i n it. A comma is put between each item in the list, but the last two items always have ‘and’ between them and no comma.

Activity 2 worksheet

Improve the sentences on the worksheet by adding commas in lists, and any extra information to make the sentences sound engaging. Once you have completed this task, can you write a short paragraph explaining some of the things you have been doing over the last couple of weeks?

Activity 3 –

Adverbial phrases

Starter –Spellings

Read the passage below. Can you identify any words spelt incorrectly? My favorite day of the week has always been a Sunday. Even as a young boy, I rimembur Sundays being diferent and speshial. Most weeks, I would visit Granny Whoops’ house, where we would have roast beef, mashed potatos and Yorkshire puddings. Allthough she was famos for her huge portions, I would make every last mouthful disapere. One Sunday lunchtime, I accidentilly tripped while carrying my plate. Luckily, Granny corght it but got covered in gravy! From then on, Granny made me promize never to walk around with crockery ever again. She’s such an over-cautious womin!

Answers

My favourite day of the week has always been a

• Sunday. Even as a young boy, I remember Sundays

being different and special. Most weeks, I would visit Granny Whoops’ house, where we would have roast beef, mashed potatoes and Yorkshire puddings. Although she was famous for her huge portions, I would make every last mouthful disappear. One Sunday lunchtime, I accidentally tripped while carrying my plate. Luckily, Granny caught it but got covered in gravy! From then on, Granny made me promise never to walk around with crockery ever

• again. She’s such an over-cautious woman!

Can you write each of the incorrect spellings out 5 times, using your neatest joined handwriting?

What is an Adverbial Phrase?

Adverbial phrases help to add more information to a sentence. They can describe how something happened or will happen. They can show time and tell us where something

• happened. They can also explain why.

We can also use phr hrases rather than si singl ngle e ad adver erbs to modify clauses. These are called adverbial phr

• hrases. Adverbial

phrases do not usually contain a verb.

For example: Zoe rode her bike with h excitement. Zoe rode her bike down the he road. Zoe rode her bike li like an expert. Ca Can you make your own adverbial phr hrase to modify thi his cl clause? ‘Tom ate his lunch ________________________ . ’

Activity 3 -

Can you add your own adverbial phrases to the sentences to make them sound exciting? Create your own sentences using adverbials of time, place and manner. Can you highlight the components of your sentence in the correct colour?

Activity 4 –

Commas after fronted adverbials

Starter – Basic sentence punctuation

Write a list of the punctuation needed in a basic sentence.

Rewrite these sentences by adding the basic punctuation that is missing, there may also be some verbs that need changing.

• the dog went home to sleep and sat on the chair and found georgia’s coat

that she had left so it taken it back to her at school

• lewis went to the shop to get some pens pencils rulers and paper for miss

walker

• london has a big wheel called the london eye when you stand on it you can

see all of the city and all of the colourful beautiful lights

Fr Fronte

• nted Ad

Adve verbi rbials als

ht https://www. www.bbc.co.uk/b /bitesize/t /topi pics/z /zwwp8 p8mn/a /articles/z /zp9 p937p3 p3

This is a complicated name for something very simple! Sometimes an adverb or adverbial phrase can come before the verb instead of after. For example: Zoe rode he her bike li like ke an expert. Could be changed to: Li Like an expert, rt, Zoe rode he her bike. A co comma mma always comes after a fronted adverbial.

Change the following sentences around so the adverbial phrase is at the front, creating a fronted adverbial. It is important to remember that a comma is needed after the fronted adverbial!

Dad was cleaning the kitchen whilst I was waiting.

Whilst I was waiting, Dad was cleaning the kitchen.

My computer screen turned off unexpectedly.

Unexpectedly, my computer screen turned off.

I drew a picture in my diary as quick as possible.

As quick as possible, I drew a picture in my diary.

Activity 4-

• Change the adverbial phrases into fronted
• adverbials. Underline the verb and adverbial

phrases in the sentences first, this well help you recognise that the adverbial comes before the verb when you create your new sentences.

• Create two more sentences of your own to

describe the trip to the zoo. They must use fronted adverbials. Don’t forget to include the commas after the fronted adverbial!

Activity 5 –

Fronted adverbials of time, manner, place, frequency and degree consistently

If the root word starts with ‘l’ then the prefix is ‘il If the root word starts with ‘r’ then the prefix is ‘ir’ If the root word starts with ‘p’ or a ‘m’ then the prefix is ‘im’.

legal mature patient regular responsible legible possible mortal perfect relevant

Starter- Spellings, -im, -in, - il, -ir

Re Recap ap - Fr Fronte

• nted Ad

Adve verbi rbials als

This is a complicated name for something very simple! Sometimes an adverb or adverbial phrase can come before the verb instead of after. For example: Zoe rode he her bike li like ke an expert. Could be changed to: Li Like an expert, rt, Zoe rode he her bike. A co comma mma always comes after a fronted adverbial.

Activity 5-

• Write about a school trip you have been or

would like to go on. Describe the time, frequency, place, manner and degree. Try to use at least five sentences which have fronted adverbs.

Activity 6 –

Expanded noun phrases

Starter – Spellings, -ssion, sion

• ssion is used when the root word ends

in -ss or -mit.

discuss + ssion discu ss

• mit

+ ssion

• mi t

ssion ssion Can you see what is happening ? If a word ends in ss just add –ssion. If the word ends in mit you must drop the t from mit before adding ‘ssion’.

Have a go at adding ‘ssion’ to these words.

Discuss Confess Transmit Emit Obsess Permit

Did you get them right?

• Discussion
• Confession
• Transmission
• Emission
• Obsession
• Permission

• The suffix –sion means ‘the state of’. For

example, conclusion means the ‘result of concluding’.

• There are about 50 words in common use

that end in –sion.

• Most verbs change their endings in order to

add the suffix.

Suffix -sion

• sion is used when the root word ends in -se or

–d, -de, -l, -r, -s or -t.

precise + sion preci se extend + sion exten d sion sion Can you see what is happening ? If a word ends in se just remove the se and add –sion. If the word ends in –d, -de, -l, -r, -s or -t you must drop the letter and add ‘sion’.

Suffix -sion

Have a go at adding ‘sion’ to these words

Tense Expand Invade Confuse Explode P recise

Did you get them right?

• Tension
• Expansion
• Invasion
• Confusion
• Explosion
• P

recision

Expanded noun phrases

An expanded noun phrase is a phrase made up

• f a noun and at least one adjective. If one or

more adjectives are listed to describe the noun, a comma should be added to separate the sentence. Example: The shops had lots of yummy, white chocolate Easter eggs.

This is a great video that will help explain- https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/z3nfw6f

A maths hs teacher An expanded noun phrase gives much more detail than a simple noun phrase, for example: A teacher A he helpful, friendly maths teacher A helpful, friendly maths teacher with h a fluffy moustache he

Add a noun to modify Add adjectives to modify Add a prepositional phrase to give extra details

A pi pirate ship A ship An en enormous, men enacing pirate ship An enormous, menacing pirate ship

• n the

he still, calm ocean

Add a noun to modify Add adjectives to modify Add a prepositional phrase to give extra details

Use the 3 words below to create an expanded noun phrase that would make sense.

bell door loud

Example:

• The loud

loud, annoying bell above the he door… You could expand thi his by including some more in inform

• rmation

tion.

• The loud

loud, annoying bell above the he door continued to ring, until the petite, quiet girl stopped the bell from ringing.

Activity 6-

• See if you can identify the expanded noun phrase

with prepositional language in the sentences on the worksheet.

• Can you write some of your own expanded noun

phrases using the images on the worksheet?

Activity 7 –

Varying long and short sentences

Starter - Handwriting (ascenders and descenders)

• P

ractise writing the letters sat accurately on the line and so they don’t overlap with one another.

An ascender is the upwards part of a letter that exceeds the mean line of

• font. They are used in handwriting and help to recognise letters. The lower

case letters that are ascenders are: 'b, d, f, h, i, j, k, l, t'. A descender is downward stroke which joins two letters together in Cursive Handwriting. They normally sit underneath the line, such as g, f, j, p, q, y.

Short and long sentences

Long sentences can be used to slow a description down to create a sense of relaxation or time dragging. Short sentences are more punchy, quick and dynamic, and are good for describing dramatic events, creating tension or action.

Read the text, what do you notice? What does it make you feel? Why does it make you feel this?

Her body froze. She tried to call for help. She couldn’t. Her lips wouldn’t move. She started to panic. Where was she going? What if nobody noticed she had gone? She closed her eyes. Tears started to roll down her cheeks. Her throat was dry, her tongue thick and heavy in her mouth. She

• pened her eyes and couldn’t believe what she was seeing.

The magnificent trees stood tall and proud, while a blanket of snowdrops danced towards to glittering ground. Kitty shivered. As she steadied her gaze towards the majestic trees in front of her, she noticed that icicles, which were hanging from every branch, glistened like liquid diamonds. P atches of misty light shone through the gaps in the trees with a trail of fresh footprints heading towards the

• clearing. She felt uneasy. The hairs on the back of her neck prickled

with dread. She took a deep breath and followed the footprints.

Her body froze. She tried to call for help. She couldn’t. Her lips wouldn’t move. She started to panic. Where was she going? What if nobody noticed she had gone? She closed her eyes. Tears started to roll down her cheeks. Her throat was dry, her tongue thick and heavy in her mouth. She

• pened her eyes and couldn’t believe what she was seeing.

The magnificent trees stood tall and proud, while a blanket of snowdrops danced towards to glittering ground. Kitty shivered. As she steadied her gaze towards the majestic trees in front of her, she noticed that icicles, which were hanging from every branch, glistened like liquid diamonds. P atches of misty light shone through the gaps in the trees with a trail of fresh footprints heading towards the

• clearing. She felt uneasy. The hairs on the back of her neck prickled

with dread. She took a deep breath and followed the footprints.

This paragraph builds tension by using short

• sentences. It makes you pause after finding out each

part of information… This paragraph includes more longer sentences which provide more detail, this gives a better picture of what is happening. Although there are longer sentences being used, some short sentences are still in there adding extra tension.

Which sounds better? A or B? Ask yourself or tell someone next to you, why you think this.

A- She stood still. She didn’t want them to see

• her. She didn’t know what he would do if he

knew she was there… B- She stood really still so the boy didn’t see her, she didn’t know if he knew she was stood there and thought he would probably be mad if he saw her.

A- Beautiful, blue waves crashed against the rickety rocks as the rain clashed and clattered down from the sky. B- The rain slammed down. The rocks were

• shaky. The rain hit them hard.

Activity 7-

• Take a picture or look at an image, write 6

sentences about this picture using only 6 w 6 words in each sentence.

• Write the passage again using the same 6

sentences, however expand them by using 10-20 words.

• Write the passage a third time, this time using a

minimum of 25 words for each sentence.

• Finally, re-write the sentence a fourth time, using

a combination of the sentence lengths.

Activity 8 –

Complex sentences using subordination

Starter – Spelling dictated sentences

I have a very bizzy year this year. There are lots of dates with a big sircle drawn around them on my

• calinder. In Feburary, I am going on an exstream

sports holiday to take part in lots of sports, including hang-gliding, abseiling and water-skiing. It should be a fun expeareance! Hopefully in May, there will be a very special occatian when I finally move house. It has taken such a long time to buld. I am so looking forwerd to having a new addrres. In June, Grandad and Granny Whoops will arreave in England to stay for a few weeks. Hopefully, my new spare room will be compleet by then so that they have somewhere to sleep!

Read the passage below. Can you identify any words spelt incorrectly?

Answers

I have a very busy year this year. There are lots of dates with a big circle drawn around them on my

• calendar. In Feburary, I am going on an extreme

sports holiday to take part in lots of sports, including hang-gliding, abseiling and water-skiing. It should be a fun experience! Hopefully in May, there will be a very special occasion when I finally move house. It has taken such a long time to buld. I am so looking forward to having a new address. In June, Grandad and Granny Whoops will arrive in England to stay for a few weeks. Hopefully, my new spare room will be complete by then so that they have somewhere to sleep!

Can you rewrite the mis-spelt words 5 times?

Complex sentences

A complex sentence is made up of a main clause and then one or more dependent clauses. Subordinating conjunctions are the first words within a subordinate clause. Subordinate clauses do not make sense on their own (they are dependent) but when they are used with a main clause, they create a complex (multi- clause) sentence.

Subordinating conjunctions are the first words within a subordinate clause. Subordinate clauses do not make sense on their own (they are dependent) but when they are used with a main clause, they create a complex (multi- clause) sentence.

Subordinate clause

While the family slept, the mouse ran through the kitchen and ate the bread.

Main clause

Can you identify the main clause and subordinate clause in this sentence?

On his birthday Adam received a football, which he traded for a baseball bat.

On his birthday Adam received a football, which he traded for a baseball bat.

Subordinate clause Main clause

Activity 8-

In each of the sentences on the worksheet, can you underline (or just identify) the subordinate clause and circle the subordinating conjunction. Write some complex sentences. Don’t forget to include the punctuation in the correct place.

Activity 9 –

Using causal conjunctions (therefore, if, then)

Starter – P

• ssessive

apostrophes

An apostrophe is the same shape as a comma (,) but placed above the line (‘).

Apostrophe hes sho how two thi hings:

• That one thing belongs to another.
• That some letters of a word have been left out to

shorten the word.

Apostrophes can be used to show that something belongs to someone or something. This is called po possession.

When we are talking about one thing, we call this si sing ngular. For example, a man or a bike. When we need to say that something belongs to something singular, we put an apostrophe he and the hen an ‘s’ at the he end of the name it belongs to. e.g. the he man’s bike.

Catherine’s house is old and large.

The Statue of Liberty is probably

• ne of America’s most famous

landmarks.

Rule:

Rewrite the sentences with the apostrophe in the correct place.

• The bikes brake’s were very squeaky.
• Jimm’ys pizzas are the tastiest.
• Yorkshires’ weather can be wet and cold.

Answers:

• The bike’s brakes were very squeaky.
• Jimmy’s pizzas are the tastiest.
• Yorkshire’s weather can be wet and cold.

Causal conjunctions- if, therefore, then

Causal conjunctions are used:

• to link independent clauses in the middle of sentences
• e.g. I dislike dogs, so

so I don’t enjoy visiting my uncle who has four huskies.

• to link independent clauses at the beginning of a sentence
• e.g. Be

Because I had forgotten my lunch, the school cook let me have a hot dinner.

• at the beginning of a sentence to refer to the sentence before
• e.g. I lost my homework on the way to school. Con

Consequently ly, I will have to stay in to complete it at lunchtime.

• to add cohesion within paragraphs
• e.g. Many schools have a rule that children wear uniform,

which most parents and children are happy with. Wearing a school uniform means that pupils all look the same and nobody feels different. Acco Accordin dingly, most pupils attend school looking smart and feeling proud to be part of their school.

What Do You Notice about the Highlighted Words?

I am usually late be because I often forget to set my alarm. My sister loves animals, so so we went on a trip to the zoo for her birthday. As As a resu sult of practising hard, I came first in the gymnastics competition.

What Do You Notice about the Highlighted Words?

They are all ca causal co conjunct ctio ions, which are used to explain how things work or why something happens. They can be:

• subordinating conjunctions, e.g. be

because;

• co-ordinating conjunctions, e.g. so

so;

• causal adverbials, e.g. as

as a result.

Identify the causal conjunctions in the sentences below.

We had to search to find the candles in the dark because the power was cut during the thunderstorm last night.

We had to search to find the candles in the dark because the power was cut during the thunderstorm last night.

We had to search to find the candles in the dark because the power was cut during the thunderstorm last night.

Samira was behaving inappropriately during the

• lesson. Accordingly, she was

sent to talk to the headteacher at lunchtime.

Samira was behaving inappropriately during the

• lesson. Accordingly, she was

sent to talk to the headteacher at lunchtime.

Activity 9-

• Complete the sentences using a causal

conjunction.

• Write some of your own sentences which

include causal conjunctions.

Activity 10 –

Using brackets and dashes for parenthesis

Starter – Spellings -tion

Sp Spellin ing tip ips for addin dding -ti tion

• If the verb ends in a t

t just add -ion. diffract t - diffraction.

• Remove a final e

e before adding -tion. intervene e – intervention.

• Sometimes you must add or remove a vowel before

adding –tion.

• If you so

sound nd out the new word you may be able to work out the

• spelling: add - addition (add an i), register –

registration (remove an e).

• Other changes are also possible. For example: evolve
• evolution.

Look at the root words and decide which spelling rule they should follow and which box they should go in to:

What is parenthesis?

https://www.bbc.co.uk/sport/av/supermovers/43119200

P arenthesis is a word, phrase or sentence that is put in writing as extra information or an

• afterthought. If

the parenthesis is taken away, the passage would still be complete without it.

P arenthesis can be made known by using 3 different types of punctuation: commas, brackets and dashes.

( )

• ,

Brackets or dashes can indicate extra

• information. When adding parenthesis

you need to make sure your sentence still makes sense without the added parenthesis.

Before- My sister loves horses. P arenthesis added- My sister (who is called Emily) loves horses. My sister - who is called Emily - loves horses.

Activity 10

Can you write 5 sentences which include parenthesis which adds:

• An extra detail
• To offer the reader an aside
• An authorial intrusion
• A list which interrupts a sentence
• A date or birthplace of a person

Then, can you create a character description of a character

• f our choice and include additional information in using

either dashes or brackets for parenthesis?