Giraffe Class GHASP

Term 6 Week 2 Activities

Grammar Handwriting

And Spelling

(and Punctuation!)

Introduction

• Every week, I’m going to set you some activities to work on, based on grammar, handwriting, spelling and punctuation.

• Some of these activities will focus on things we have worked on before, because I think you need more practise, and some of them will be new things.

• Try to work through the activities each week – they are only short, and will be very helpful for improving your writing.

• I will put the answers to each week’s activities on the following pages of the PowerPoint.

Last Week’s Activities (Term 6 Week 1)

The Answers!

Answers: Activity 1: Punctuation: Commas in sentences: Task A

Add a comma to each of these utterances to change their meaning:

1. “We’re going to learn to cut and paste, kids!”

2. “I like cooking, dogs and bike rides.”

3. “I love my parents, Kylie Minogue, and Kermit the Frog.”

4. “Most of the time, travellers worry about their luggage.”

5. "It's raining, cats and dogs!"

Answers: Activity 1: Punctuation: Commas in sentences: Task B Add a comma to each of these sentences to separate the main clause and subordinate clause. Then underline the subordinate clause. Remember: the subordinate clause does not make sense on its own!

1. When it started raining, my dog wanted to go home.

2. Even though it was dark, I could still see fairly well.

3. I made a delicious cake, but my family ate it all.

4. Although I enjoy watching television, my favourite hobby is reading books.

5. It’s time to go to bed, even though I’m not tired.

Answers: Activity 2: Spelling: Homophones

Choose the correct homophone so that each of these sentences makes sense: 1. There/their/they’re going to the shops. 2. I can’t decide what to wear/where. 3. Have you got your/you’re reading book? 4. The Queen has had a long rain/rein/reign. 5. The cut on my knee is starting to heel/heal/he’ll. 6. The weather/whether is very sunny at the moment. 7. I won a medal/meddle in the gymnastics competition. 8. Look how much you have groan/grown! 9. I was greedy and had to/too/two ice creams! 10. I combed my horse’s flowing mane/main. Extension: make up some sentences of your own, using the list of common homophones!

This Week’s Activities (Term 6 Week 2)

Activity 1: Punctuating a Passage (20-30 minutes)

• You are going to revise punctuation. • On the next page is an extract from David

Walliams’ new book, ‘Slime’. I have taken out most of the punctuation.

• Your task is to write out (or print) the passage, work out where sentences begin and end, and add the following punctuation to the passage:

• Capital letters, full stops, commas, speech marks, question marks, exclamation marks, and apostrophes. (N.B. Use capitals for noises/ onomatopoeia, starts of sentences, and names).

• The commas include a comma sandwich, which we looked at last term, and commas to separate clauses, which we looked at last week.

• To help you, I have left the paragraphs in place, as well as the hyphens!

• There are two characters: the boy, and Slime.

Activity 1: Slime Add: Capital letters, full stops, commas, speech marks,

question marks, exclamation marks, and apostrophes.

boom the slime shattered into what seemed like hundreds of tiny globules they flew past ned and he realised that these werent just globules they were musical notes as the sound of a symphony echoed around the bathroom these musical notes danced through the air like butterflies the boy watched in awe as they swooped and twirled in time to the music w-w-wow he stammered then just as soon as the symphony ended the globules all merged together this time they didnt go back into being slimes blobulous self oh no the globules merged back into the shape of a whale the whale was so humongous it filled up the entire bathroom it floated in the air swishing its tail swish swush swosh am I back to normal it asked something feels fishy

Answers: Activity 1: Slime Add: Capital letters, full stops, commas,

speech marks, question marks, exclamation marks, and apostrophes.

BOOM! The slime shattered into what seemed like hundreds of tiny globules. They flew past Ned, and he realised that these weren’t just globules. They were musical notes! As the sound of a symphony echoed around the bathroom, these musical notes danced through the air like butterflies. The boy watched in awe as they swooped and twirled in time to the music. “W-w-wow!” he stammered. Then, just as soon as the symphony ended, the globules all merged together. This time they didn’t go back into being Slime’s blobulous self. Oh no. The globules merged back into the shape of a whale. The whale was so humongous it filled up the entire bathroom. It floated in the air, swishing its tail. SWISH! SWUSH! SWOSH! “Am I back to normal?” it asked. “Something feels fishy.”

Activity 2: Spelling: Suffixes (20-30 minutes)

• Watch this short video:

• https://www.bbc.co.uk/teach/class-clips-video/english-ks2-wonderful-words-suffixes-part-1/zdnd7nb

• It is Rule 2 on the video that we are going to focus on today (starts at 1 minute in).

Activity 2: Spelling: Suffixes: Task A

Which of these are right? Use your visual memory for what looks right, or the rule. 1. shop = shoped or shopped? 2. big = bigest or biggest? 3. shoot = shooting or shootting? 4. fat = faten or fatten? 5. sleep = sleeping or sleepping? 6. run = runer or runner? 7. swim = swiming or swimming? 8. plan = planing or planning? 9. hot = hoter or hotter? 10. break = breakable or breakkable?

If there is one vowel before the end consonant, double the end consonant. If there are two vowels, don’t!

Answers: Activity 2: Spelling: Suffixes: Task A

Task A: Which of these are right? Use your visual memory for what looks right, or the rule. 1. shop = shoped or shopped? 2. big = bigest or biggest? 3. shoot = shooting or shootting? 4. fat = faten or fatten? 5. sleep = sleeping or sleepping? 6. run = runer or runner? 7. swim = swiming or swimming? 8. plan = planing or planning? 9. hot = hoter or hotter? 10. break = breakable or breakkable?

If there is one vowel before the end consonant, double the end consonant. If there are two vowels, don’t!

Activity 2: Spelling: Suffixes

Adding suffixes beginning with vowel letters to words of more than one syllable (such as: -ed, -er, -en, -able, and –ing): • If the last syllable of a word is stressed (more emphasis is placed on

this syllable than others when you say the word aloud) and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. For example: – forget = forgetting, forgettable – begin = beginning, beginner – prefer = preferring, preferred

• The consonant letter is not doubled if the syllable is unstressed (the stressed syllable is not the last syllable of the word). For example: – garden = gardening, gardener – limit = limiting, limited – gallop = galloping, galloped Vowels: a, e, i, o, u

Consonants (all the letters which aren’t vowels): b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z

Activity 2: Spelling: Suffixes: Task B: Can you add some of the suffixes -ed, -er, -en, -able, and -ing to these words?

(The suffixes are given in brackets, the stressed syllable is underlined.) To double, or not?

e.g. incur (-ed) incurred

e.g. consider (-ing) considering

1. begin (-er)

2. omit (-ed)

3. transmit (-ing)

4. pardon (-er)

5. occur (-ing)

6. regret (-able)

7. forfeit (-ed)

8. forbid (-en)

9. profit (-able)

10. commit (-ed)

Answers: Activity 2: Spelling: Suffixes: Task B: Can you add some of the suffixes -ed, -er, -en, -able, and -ing to these

words? (The suffixes are given in brackets, the stressed syllable is underlined.) To double, or not?

e.g. incur (-ed) incurred

e.g. consider (-ing) considering

1. begin (-er) beginner

2. omit (-ed) omitted

3. transmit (-ing) transmitting

4. pardon (-er) pardoner

5. occur (-ing) occurring

6. regret (-able) regrettable

7. forfeit (-ed) forfeited

8. forbid (-en) forbidden

9. profit (-able) profitable

10. commit (-ed) committed

Activity 3: Spelling (20-30 minutes)

• Each week, you are going to learn or revise 10 of the words from the Word list from the National Curriculum for Years 3 and 4:

1. Practise the spelling of them, 2. Look them up using an online dictionary if

you’re not sure of the meaning, 3. Try to write a sentence using each of them. • Online dictionaries:

– https://dictionary.cambridge.org/ – https://www.collinsdictionary.com/dictionary/english – https://www.macmillandictionary.com/

Activity 3: Spelling: This week’s words:

1. natural 2. naughty 3. notice 4. occasion(ally) 5. often 6. opposite 7. ordinary 8. particular 9. peculiar 10. perhaps Example sentences: • Occasionally, I eat a whole share bag of crisps on my own! • My dog has a peculiar habit of doing a meerkat impression!

Activity 4: Handwriting Letter-join and on Paper

• I have added the Letter-join home access letter to the resources for Term 6 Week 1.

• Please try to log in and spend 20-30 minutes at least once a week practising your handwriting.

• If you’d like to practise on paper, use the passage on the next page to help you.

• The letters are on the page after.

Activity 4: Handwriting: Practising on Paper: Copy out the passage.

Activity 4:

Handwriting:

Practising on Paper