19 th March Mrs S. Pandore & Miss F. Bhaimia

Transcription

1 Year 5 & 6 Homework Support Session 19 th March 2015 Mrs S. Pandore & Miss F. Bhaimia

2 Year 5 & 6 English 6 key areas of study Reading word reading Reading comprehension Writing transcription (spelling) Writing composition Writing Vocabulary, grammar and punctuation Handwriting and presentation

3 Reading Read with your child Discuss the meaning of the text. Talk about why the character has acted in a particular way. Do they like the book? Why or why not? Identify key vocabulary and discuss meanings Talk about what you are reading as well (if appropriate) Get involved with ihtheir hireading journals tasks Help expose them to different text types novels, classics, poems, non fiction, manuals Watch film adaptations of books they have read and discuss similarities/differences.

4 Type Factual content Where/how to find answer Specifically stated in the text Example(s) Given a text that explains When Sophie was 11, she had a terrible accident, you might be asked how old Sophie was at the time of her accident. The answer will be specifically stated in the text. Logical inference Personal judgement Knowledge of grammar, vocabulary and literary techniques Not directly stated inhetext text, butcan be inferred (understood) from the details given Not directly stated in the text; you must read more deeply into the text to form your own opinion Not stated in the text at all; you must use your knowledge to answer the question Given a text that describes the setting as cold, snowy and dark. You might be asked what season it is in the story, You must use hints given in the passage to work out the answer. You may be asked to describe the feelings and reactions of a character or about the intentions of the author (e.g. What was Tommy s mood on his first day at school?). You must read between the lines and look at the language and tone used to form your own opinion. Questions may ask about word meanings or ask you to recognise literary techniques such as alliteration and onomatopoeia. Be careful with vocabulary questions you will need to provide meanings based upon the context of the passage

5 Reading Activity Read through the text Can you identify thequestion types? Have a go at answering the questions (in full sentences!) Which questions were the trickiest? Were you able to read between the lines?

6 AF3 Reading between the line Questions focussing on AF3 are the most trickiest of questions. It requires children to be able to read between the lines (logical inference), interpreting and putting themselves in the shoes of the characters (personal judgement) Refer to your hand out for some suggested questions and activities to help your child develop these essential skills.

7 Writing Your child s knowledge of language, gained from stories, plays, poetry, non fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. Primary National Curriculum, 2014 Afterall all, reading enrichesyour knowledge of the world without which, you wouldn t have anything to write about!

8 Sentence Types Simple: The car sped around the corner. Compound: The car sped around the corner and crashed. Complex: The car, which was going too fast, sped around dthe corner and crashed.

9 Clauses Main and subordinate Most sentences are made up of clauses. A main clause has a subject and a verb, and makes sense on its own. A subordinate clause gives extra information but it doesn t make sense on its own e.g. Sarah told Adam that she couldn t come. Subordinating conjunction

10 Can you identify the main and subordinate clause in these sentences? Danny went to the shop because he needed some milk. We need to wait before crossing the road. Johnny has a shower after playing rugby. Provided it doesn t rain, they ll play outside. Although I was scared, I crept inside. The boy, who was 10, jumped.

11 Danny went to the shop because he needed some milk. We need to wait before crossing the road. Johnny has a shower after playing rugby. Provided it doesn t rain, they ll play outside. Although I was scared, I crept inside. The boy, who was 10, jumped. Didyou get thiscorrect? Thisisalsocalled a Did you get this correct? This is also called a relative clause and an embedded clause!

12 Relative Clause A relative lti clause is a subordinate clause that t is often introduced by a relative pronoun. e.g. I don t like people who are cruel to animals. The girl who knocked on the door ran away. Here are some more relative pronouns: that, which, whose and who. The words where and when can also introduce relative The words where and when can also introduce relative clauses. Manipulating clauses

13 Can you identify the relative clause and the relative pronouns in these sentences? Mr Smith who worked as a secret agent flicked through the paper silently. The lady who had grey curly hair and thin-rimmed i glasses must have been her grandmother. The wind which was bitterly cold howled through the trees. My friend who was an experienced cook was making dinner. A huge creature covered in scales appeared out of the cave.

14 Mr Smith, who worked as a secret agent, flicked through the paper silently. The lady, who had grey curly hair and thin-rimmed i glasses, must have been her grandmother. The wind, which was bitterly cold, howled through the trees. My friend, who was an experienced cook, was making dinner. A huge creature, covered in scales, appeared out of the cave.

15 Manipulating clauses Mr Smith who worked as a secret agent flicked through the paper silently. e.g. Working as a secret agent, Mr Smith flicked silently through the paper. p A huge creature covered in scales s appeared out of the cave. e.g. Appearing out of the cave, a huge creature was covered in scales.

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17 Vocabulary Connectives Openers Punctuation

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19 Harry gave Hermoine a thunderous glare as he stalked haughtily past her. The ball whizzed past his head at a staggering speed. The house was old and dilapidated and Sophie approached it cautiously. The horse stood majestically in the luscious green field.

20 exhausted stern grated debate timidly k shelter d rapidly reassured vision peak wasteland murderous chandelier unfortunate outspoken communication l i ego yelp anxiety chandelier explosion marvellous experience silhouette ladle ecstatic marvellous vibration companion fierce silhouette doubtful panic echo ll ladle prefer revolting emotion glinted dread longing ally dread corpse dine capture

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22 I can t paint, nevertheless I will have a go. Everyone is welcome despite their age. I like to play football but I don t like to play cricket.

23 notably but besides because significantly despite consequently however similarly so as to as well as although even though while moreover after likewise nevertheless

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25 After what seemed like hours, she scrambled unsteadily to her feet. In addition to this, there was a disgusting odour hanging in the air. At last everyone had a balloon and they were ready to go. Like a bullet from a gun, Roger Like a bullet from a gun, Roger sprinted to the finish line.

26 Full of excitement Sometimes So Next With tears welling up Heart beating Besides After a while As evening approaches Despite At last Calmly and quickly Afterwards Before very long Even though Shattered Eventually Having witnessed Out of the blue

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28 ..?.?,!.?,!.?,! : () - ;

29 Colons A colon is often used to introduce a list. e.g. You will need to bring three things to the party: some food, something to drink, and a small gift for the host. A colon can also be used to introduce an explanation, definition or quote: eg e.g. I ll tell you what I m going to do: I m going to quit. Elephant: a large grey mammal. In Scene 1, the three witches states: All fair is foul and foul is fair. A colon can be used to isolate a point, for emphasis. e.g. There s only one word I can use to describe that: fabulous.

30 Semicolons The semi-colon is often used to join together two connected clauses. e.g. Mary drives a Mercedes; Jo drives a Volvo. The semi-colon is also used to separate items in a list, when the items are long phrases. e.g. The recipe asks for a tin of kidney beans; long-grain rice; barbecued chicken and sweet-chilli sauce.

31 Parenthesis for additional information A pair of commas, brackets and dashes are used to indicate parenthesis. Commas are most commonly used. e.g. My brothers, who are twins, are called Jim and Joe. Brackets tend to be used in formal writing. e.g. The court should know that Michael Smith (the defendant) is usually well respected. Dashes tend to be used in informal writing. eg e.g. We built a sandcastle a big one on the beach.

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33 Ban Boring Sentences The cat went along the wall. We help the children develop their sentences by using VCOP.

34 Let s get the VCOP superheroes to work on saving us from the boredom of boring sentences!

35 The cat went along the wall. Violet vocab adds adjectives to describe and changes dull words for interesting alternatives! The fluffy ginger cat prowled along the red brick wall.

36 The fluffy gingerg cat prowled along the red brick wall. Captain Connective adds more detail or action to the sentence. The fluffy ffy ginger g cat prowled along the red brick wall because he was spying on a juicy bird.

37 The fluffy ginger cat prowled along the red brick wall because he was spying on a juicy bird. The Incredible Opener changes the beginning of the sentence to grab your reader s attention! Whilst licking his lips, the fluffy ginger cat prowled along the red brick wall because he was spying on a juicy bird.

38 Whilst licking his lips,, the fluffy yginger g cat prowled along the red brick wall because he was spying on a juicy bird. Dr Punctuation makes an impact using different punctuation. ti Whilst licking his lips, the fluffy ginger cat (who had sharp teeth) th) prowled along the red brick wall because he was spying on a juicy bird!

39 We went from: The cat went along the wall. Whilst licking his lips, the fluffy ginger cat (who had sharp teeth) th) prowled along the red brick wall because he was spying on a juicy to: bird! Using VCOP! What a wonderful way to improve our writing!

40 John fell down.