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.