english grammar sample& punctuation · conjunctions (identifying types) paired adjectives...

Written by Clive Stack

Primary

Includes black & white

and colour versions on

CD-ROM - ideal for

whiteboard use or printing

Book 1

Year 6

English Grammar & Punctuation

SAMPLE

Written by Clive Stack

Primary

Primary

English Grammar & Punctuation

Book 1

Year 6

SAMPLE

Primary

Acknowledgements:

Author: Clive StackSeries Editor: Peter SumnerIllustration and Page Design: Kathryn Websterand Jerry Fowler

V3Year 6

The right of Clive Stack to be identified as the author of this publication has been asserted by him in accordance with the Copyright, Designs and Patents Act 1998.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.

Published by HeadStart Primary Ltd 2018 © HeadStart Primary Ltd 2018

A record for this book is available from the British Library - ISBN: 978-1-908767-44-8

T. 01200 423405E. [email protected]

HeadStart Primary LtdElker LaneClitheroeBB7 9HZSAMPLE

© Copyright HeadStart Primary Ltd

Teachers’ Notes i – vi Main Section Part One (Autumn Term)Title Objectives One Noun classification 1 – 4 Two Conjunctions (identifying types) 5 – 8 Three Paired adjectives 9 – 12 Four Commas (before conjunctions) 13 – 16 Five Modal verbs and adverbs 17 – 20 Six Verbs as sentence starters 21 – 24 Seven Parentheses (brackets, dashes, commas) 25 – 28 Eight Semi-colons, colons and dashes (for clauses) 29 – 32 Nine Direct speech 33 – 36 Ten Relative clauses 37 – 40

Part Two (Spring Term) One Expanded noun phrases 41 – 44 Two Passive voice 45 – 48 Three Past perfect tense 49 – 52 Four Adverbs and adverbial phrases 53 – 56 Five Modal verbs (of politeness) 57 – 60 Six Paragraphs 61 – 64 Seven Implied relative pronouns 65 – 68Eight Prefixes (for verbs) 69 – 72 Nine Prepositions of time 73 – 76 Ten Standard English 77 – 80

Part Three (Summer Term)One Subjunctive form 81 – 84 Two Reported speech 85 – 88 Three Commas (to clarify meaning) 89 – 92 Four Subject and Object 93 – 96 Five Synonyms 97 – 100 Six Apostrophes (for contraction and possession) 101 – 104 Seven Adverbs (of certainty, degree and place) 105 – 108 Eight Prefixes (for adjectives) 109 – 112 Nine Ellipses (omitting words) 113 – 116 Ten Adverbs (without “ly” ending) 117 – 120 The End 121 – 122

Answers (Parts One, Two and Three) 1 – 9

National Curriculum Coverage and Notes a – e

Year 6

Book 1 – Contents

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Activity sheets(Headings marked with the Spitfire symbol denote concepts not covered in Book 1.)

Teachers’ Notes (i – iv)

End-of-Term AssessmentsAutumn AssessmentSpring AssessmentSummer Assessment

Optional TestsOptional Test 1Optional Test 2Optional Test 3

AnswersActivity SheetsAutumn AssessmentSpring AssessmentSummer AssessmentOptional Test 1Optional Test 2Optional Test 3

Assessment/Test Analysis Record SheetsAssessment/Test Record SheetEnd-of-Term Assessment Analysis GridsOptional Test Analysis GridsNC Statutory Requirements Record Sheet

National CurriculumCoverage and Notes (a – e)

Capital letters for titlesNoun classificationConjunctions (identifying types)Paired adjectivesCommas (before conjunctions)Modal verbs and adverbsVerbs as sentence startersParentheses (brackets, dashes, commas) Semi-colons, colons and dashes (for clauses)Commas, colons and semi-colons (for lists)Direct speech (1)Direct speech (2)Relative clausesExpanded noun phrasesPassive voicePast perfect tenseAdverbs and adverbial phrasesModal verbs (of politeness)ParagraphsImplied relative pronounsPrefixes (for verbs)Prepositions of timePrepositions of place and timeStandard EnglishQuestion tagsSubjunctive formFormal language (letter writing)Formal language (speech)Reported speechReported speech (into direct speech) Commas (to clarify meaning)Subject and ObjectSynonymsAntonymsAntonyms (using prefixes)Apostrophes (for contraction and possession)Adverbs (of certainty and degree)Adverbs (of place)Prefixes (for adjectives)Suffixes (nouns and verbs into adjectives)Ellipses (omitting words)Ellipses (as punctuation)

Adverbs (without “ly” ending)Bullet points (for lists)Bullet points (for main points)Hyphens (to avoid ambiguity)Word classes (parts of speech) (1) Word classes (parts of speech) (2) Imperative verbs (for commands)Phrasal verbsSentence punctuation (1)Sentence punctuation (2)Cohesive devices (paragraphs)Layout devices (1)Layout devices (2)

1. 2. 3. 4. 5. 6. 7. 8. 9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.39.40.41.42.

43.44.45.46.47.48.49.50.51.52.53.54.55.

Year 6

Book 2 – Contents

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© Copyright HeadStart Primary LtdYear 6

Teachers’ Notes

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© Copyright HeadStart Primary Ltd i Year 6

IntroductionThe teaching of grammar and punctuation is at the heart of developing children’s writing skills and is a vital and essential part of the creative writing process. It is often taught as a separate lesson with exercises and drills that are unrelated to a child’s own writing.

HeadStart English Grammar & Punctuation makes the important link between the various aspects of grammar and punctuation and real texts; this makes the learning of grammar and punctuation meaningful and exciting. As the children follow the adventures of the characters in the book, they will be inspired and encouraged to improve their own writing. As it states in the Year 3 and 4 Programme of Study for writing (page 29):

“Pupils should be taught to plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.”

The book is written with age-appropriate vocabulary and content, with storylines and characters that the children will identify with. The illustrations will add to the children’s enjoyment of the book, with the aim of making grammar and punctuation fun.

The National Curriculum The content of the book is guided by the National Curriculum Programmes of Study for English. There is, however, far more content in these books than in each year group’s Programme of Study. English Appendix 2: Vocabulary, grammar and punctuation (page 64) states:

“The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in

Primary

English Grammar & PunctuationTeachers’ Notes Year 6

Book 1 & 2

SAMPLE

© Copyright HeadStart Primary Ltd i Year 6

IntroductionThe teaching of grammar and punctuation is at the heart of developing children’s writing skills and is a vital and essential part of the creative writing process. It is often taught as a separate lesson with exercises and drills that are unrelated to a child’s own writing.

HeadStart English Grammar & Punctuation makes the important link between the various aspects of grammar and punctuation and real texts; this makes the learning of grammar and punctuation meaningful and exciting. As the children follow the adventures of the characters in the book, they will be inspired and encouraged to improve their own writing. As it states in the Year 3 and 4 Programme of Study for writing (page 29):

“Pupils should be taught to plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.”

The book is written with age-appropriate vocabulary and content, with storylines and characters that the children will identify with. The illustrations will add to the children’s enjoyment of the book, with the aim of making grammar and punctuation fun.

The National Curriculum The content of the book is guided by the National Curriculum Programmes of Study for English. There is, however, far more content in these books than in each year group’s Programme of Study. English Appendix 2: Vocabulary, grammar and punctuation (page 64) states:

“The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in

Primary

English Grammar & PunctuationTeachers’ Notes Year 6

Book 1 & 2

ii© Copyright HeadStart Primary Ltd Year 6

subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.”

About this bookHeadStart English Grammar & Punctuation provides a complete resource to teach grammar and punctuation skills. This book contains whole-class activities, differentiated activity sheets, skills practice and independent writing activities.

Book 1 has been divided into three parts: each part corresponds to the three terms in the school year. Within each part there are ten individual lessons which consist of a story page followed by three differentiated activity sheets. Each activity sheet has been adapted for the range of abilities within the average class.

Red Time Travellers = lower abilityGreen Time Travellers = middle abilityBlue Time Travellers = higher ability

The differentiated pages are often very similar, so that any problems or misconceptions that arise can be shared throughout the whole class. Care has been taken to ensure that all abilities feel fully included in the learning.

Each lesson has a clearly identified learning objective. The majority of the story pages have examples of the grammar or punctuation concept being taught within the actual text. The teacher can use these to demonstrate how the skill is being used. All the exercises involve the children completing and writing sentences about the characters they have met in the story, so there is a real purpose behind the tasks.

Each activity page has an extension activity at the end, which will either ask the children to write their own sentences using the skill they have just learned, or identify the grammar and punctuation concept that has been used within the passage. Children should be encouraged to attempt the extension activities as they will be further applying the new concept in their own writing, or discovering how it is applied in real text.

The children can evaluate their own understanding by ticking the appropriate warden face in the upper right-hand corner of the page after the ‘I can’ target.SAMPLE

© Copyright HeadStart Primary Ltd iii Year 6

Activity sheetsIn addition to the main set of differentiated sheets in Book 1, there is a further set of activity sheets in Book 2 which follows the WW2 theme. (The activity sheets do not follow the story so they can be introduced at any stage.) They include fun facts, as well as short stories and jokes which will keep the children motivated and inspired. These activity sheets are designed to be used in a variety of ways at the discretion of the teacher. They may be used as an introduction to the lesson, for whole-class sessions, consolidation or simply more practice for those who need it. Alternatively, they could be used for homework practice. Each activity sheet explains the new concept being introduced as clearly and simply as possible with examples which will allow parents to help their children at home.

There are two types of additional activity sheets; those that match the objectives of Book 1, and those which introduce new concepts – some of which need to be taught in order to cover the statutory requirements for that year group. (The coverage tables at the back of this book show where the objectives have come from.) The additional activity sheets (that include objectives not covered within the main section) are clearly identified with a Spitfire symbol . They are arranged in the same order as Book 1, for easy reference. However, they can be taught in whatever order the teacher feels is appropriate for the class.

End-of-Term Assessments and Optional TestsTo help the teacher assess the children’s progress against the age-related expectations, there are three End-of-Term Assessments and three Optional Tests.

The inclusion of this variety of assessment and testing options is intended to provide schools with greater flexibility, in order to meet their curriculum needs.

Some possible approaches to testing are outlined below.

End-of-Term AssessmentsThe Autumn, Spring and Summer Assessments are designed to be administered at the end of each term or when the content for each section has been delivered. These assessments will only assess the children on the concepts taught for that particular term. Analysis of the results will indicate which concepts have been understood and which will require further teaching. Information gleaned from this formative approach would constitute an integral part of any assessment for learning strategy or policy.

Optional TestsThe Optional Tests feature concepts (objectives) from the whole Year 6 curriculum. Concepts from other year groups which underpin the learning for Year 6 are also included. These tests are designed to be used at any time during the school year to provide a ‘snapshot’ of progress against curriculum objectives. The content of each Optional Test is purposely very similar, thus enabling

SAMPLE

© Copyright HeadStart Primary Ltd iii Year 6

Activity sheetsIn addition to the main set of differentiated sheets in Book 1, there is a further set of activity sheets in Book 2 which follows the WW2 theme. (The activity sheets do not follow the story so they can be introduced at any stage.) They include fun facts, as well as short stories and jokes which will keep the children motivated and inspired. These activity sheets are designed to be used in a variety of ways at the discretion of the teacher. They may be used as an introduction to the lesson, for whole-class sessions, consolidation or simply more practice for those who need it. Alternatively, they could be used for homework practice. Each activity sheet explains the new concept being introduced as clearly and simply as possible with examples which will allow parents to help their children at home.

There are two types of additional activity sheets; those that match the objectives of Book 1, and those which introduce new concepts – some of which need to be taught in order to cover the statutory requirements for that year group. (The coverage tables at the back of this book show where the objectives have come from.) The additional activity sheets (that include objectives not covered within the main section) are clearly identified with a Spitfire symbol . They are arranged in the same order as Book 1, for easy reference. However, they can be taught in whatever order the teacher feels is appropriate for the class.

End-of-Term Assessments and Optional TestsTo help the teacher assess the children’s progress against the age-related expectations, there are three End-of-Term Assessments and three Optional Tests.

The inclusion of this variety of assessment and testing options is intended to provide schools with greater flexibility, in order to meet their curriculum needs.

Some possible approaches to testing are outlined below.

End-of-Term AssessmentsThe Autumn, Spring and Summer Assessments are designed to be administered at the end of each term or when the content for each section has been delivered. These assessments will only assess the children on the concepts taught for that particular term. Analysis of the results will indicate which concepts have been understood and which will require further teaching. Information gleaned from this formative approach would constitute an integral part of any assessment for learning strategy or policy.

Optional TestsThe Optional Tests feature concepts (objectives) from the whole Year 6 curriculum. Concepts from other year groups which underpin the learning for Year 6 are also included. These tests are designed to be used at any time during the school year to provide a ‘snapshot’ of progress against curriculum objectives. The content of each Optional Test is purposely very similar, thus enabling

iv© Copyright HeadStart Primary Ltd Year 6

assessment and tracking of progress on a like-for-like basis. Individual schools will choose to use the Optional Tests in a way that suits their curriculum design with regards to assessment.

One possible model is as follows:

One of the Optional Tests is administered at the very beginning of the school year as soon as the children have ‘settled in’. This will provide a ‘baseline’ benchmark. The second and third Optional Tests are administered before Year 6 SATs to track progress and to enable analysis of pupils’ strengths and weaknesses.

There are several other models which could be used but it is important to remember that this data should always be used to complement (and not replace) the ongoing assessment strategies and professional judgement of the teacher.

At HeadStart, we have intentionally chosen not to include too many multiple-choice questions in our assessments. Although multiple-choice questions have the advantage of being quicker and easier to mark, they do not help a teacher understand where pupils’ misconceptions lie or to know when a pupil has simply guessed the correct answer. Questions that allow children to demonstrate their writing skills help teachers identify the areas where pupils are struggling and address their problems immediately.

TerminologyTerminology, which is introduced in the activity pages in Year 1–5, is often included for the benefit of the teacher. Children in earlier year groups need to understand the concepts, but do not always need to know the terminology. In Year 6, however, children are expected to understand and use all the appropriate terminology from the National Curriculum.

SAMPLE

© Copyright HeadStart Primary Ltd v Year 6

Marking and administrationThe End-of-Term Assessments are marked out of 25 and it is recommended that they are completed in approximately 25 minutes. The Optional Tests are scored out of 50 and it is recommended that they are completed in approximately 50 minutes. When a tracking judgement is required, test scores should be converted to a percentage, as shown below.

Percentage score for End-of-Term Assessment = assessment mark × 100 (or score × 4) 25or

Percentage score for Optional Test = test mark × 100 (or score × 2) 50

The table below can then be used to identify progress against one of the six stages.

This data should always be used in conjunction with the ongoing assessment and professional judgement of the teacher.

0 – 25 26 – 50

51 – 63 64 – 75

76 – 88 89 – 100

Percentage Score Stage

EmergingDeveloping

ProgressingSecure

MasteringExceeding

Below average range

Above average range

Average range

0 – 50% Below 51 – 75% Average76 – 100% Above

SAMPLE

© Copyright HeadStart Primary Ltd v Year 6

Marking and administrationThe End-of-Term Assessments are marked out of 25 and it is recommended that they are completed in approximately 25 minutes. The Optional Tests are scored out of 50 and it is recommended that they are completed in approximately 50 minutes. When a tracking judgement is required, test scores should be converted to a percentage, as shown below.

Percentage score for End-of-Term Assessment = assessment mark × 100 (or score × 4) 25or

Percentage score for Optional Test = test mark × 100 (or score × 2) 50

The table below can then be used to identify progress against one of the six stages.

This data should always be used in conjunction with the ongoing assessment and professional judgement of the teacher.

0 – 25 26 – 50

51 – 63 64 – 75

76 – 88 89 – 100

Percentage Score Stage

EmergingDeveloping

ProgressingSecure

MasteringExceeding

Below average range

Above average range

Average range

0 – 50% Below 51 – 75% Average76 – 100% Above

vi© Copyright HeadStart Primary Ltd Year 6

AnswersA complete set of answers is provided, both for the activity sheets and the tests. The number and order of the individual answers for the Book 1 sheets may vary slightly, according to the differentiated exercises.

Assessment and Analysis Record SheetsAssessment/Test Record Sheet: This sheet can be used to record pupils’ scores for all the End-of-Term Assessments and the Optional Tests.

End-of-Term Assessment Analysis Grids (Autumn, Spring and Summer): These grids can be used to record pupils’ scores for the End-of-Term Assessments. The completed grids will clearly identify strengths and weaknesses.

Optional Test Analysis Grids (Tests 1, 2 and 3): These grids can be used to record pupils’ scores for the Optional Tests. The completed grids will also clearly identify strengths and weaknesses.

National Curriculum Statutory Requirements Record Sheet: This sheet can be used to measure progress against the objectives which are National Curriculum statutory requirements. A variety of recording methods could be used on this sheet, depending on schools’ or teachers’ preferences.

Using the CD-ROMThe CD-ROM follows the structure of the book and contains all of the photocopiable pages, both in full colour for displaying on an interactive whiteboard and in black and white for copying or printing. It also contains all the answer pages and marking schemes for the tests.

SAMPLE

© Copyright HeadStart Primary LtdYear 6 • Term 1

Part One

Consider enlarging activity sheets to A3 to increase the space for children’s writing.

SAMPLE

Mum got angry with me during tea. We usually have our tea on our laps in front of the TV, which I don’t mind if I can watch something decent. But for some reason Mum wanted to watch the news that evening. She said it was important. There had been a big explosion in some country in the Middle East, apparently. That didn’t seem like news to me – there was always some war going on there! I couldn’t see how it mattered to her, so I changed the channel on the remote and started to watch The Big Bang Theory. The next minute, Mum was shouting at me. Joe, my big brother, snatched the remote off me and handed it back to her. He had either seen that episode before or he wanted something from her later and was trying to get in her good books. I was still fuming from losing the game earlier. Luckily, the controller hadn’t actually broken (the back had just come off the battery compartment), but I was still in a foul mood. I wanted to slap him, but I thought better of it.

Instead, I got my mobile out and sent Gavin a text. Gavin’s really lucky; not only does his mum allow him to play on his PlayStation all night, but she also brings his tea up to his room! I’m allowed on my PlayStation until Mum goes up to bed, but Gavin can play on his whenever he wants. He’s awesome on PlayStation games because he gets to spend as much time as he wants on it. After texting Gavin, I started to play Clash of Clans. I had spent hours building this settlement, but when I returned to the game I discovered that somebody had destroyed it. I swore! I meant to do it in my head, but it came out of my mouth by mistake. Mum was furious and took my mobile off me, placing it in the left-hand drawer of the dresser.

“You’re not getting it back until you learn to behave!” she shouted at me. I didn’t argue with her. To be honest, I was disgusted with myself – it was a pretty bad word that I used in front of her – so I accepted the punishment. Besides, once she had gone to bed, I would be able to sneak downstairs and get it back. (She would have forgotten all about it by the morning.) I finished my fish fingers and mooched into the kitchen where I helped myself to the last of the ice-cream. Joe would be teed off with me when he found out I hadn’t left him any, but it served him right for being such a goody-goody.

As I wandered back through the living room, Mum and Joe were still intently watching the news; a building exploded and a lot of people were screaming. I watched for a minute or two before going back up to my room for some proper entertainment. The next few games went well. I teamed up with Gavin and we won four or five in a row. I played on my PlayStation all evening except for a break to make myself some cereal and a trip to the loo. When I got tired, I began making stupid mistakes. Although Mum hadn’t come upstairs to bed, I switched the PlayStation off, pulled on my pj’s and got under my duvet.

Sometime later, I was woken up by a strange noise that I had never heard before!

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Chapter 2

SAMPLE

Underline the conjunction and state what type of conjunction has been used.

We have our tea in front of the TV, which I usually don’t mind. .........................................................

I didn’t want to watch the programme, so I changed the channel. .........................................................

Joe snatched the remote off me and handed it back to Mum. .........................................................

He had either seen that episode before or he was trying to get in her good books. ......................................

The controller hadn’t actually broken, but I was still in a foul mood. .........................................................

I’m allowed on my PlayStation until Mum goes up to bed. .........................................................

I went into the kitchen where I finished up the last of the ice-cream. .........................................................

Joe would be cross when he found out I hadn’t left him any. .........................................................

As I wandered back through the living room, Mum and Joe were still watching the news. .........................................................

Except for a couple of quick breaks, I played on my PlayStation all evening. .....................................................

Not only is Gavin allowed to play all night, but he also has his tea brought up to his room. .........................................................

When I got tired, I started to make stupid mistakes. .........................................................

A conjunction connects two or more sentences, clauses or phrases.

Coordinating conjunctions can be remembered by using the mnemonic device FANBOYS – for, and, nor, but, or, yet, so. These conjunctions link two main clauses in a compound sentence.

Subordinating conjunctions link a main clause with a dependent clause (or subordinate clause) to form a complex sentence.

There are many subordinating conjunctions. After, although, as, because, except, if, since, that, though, unless, until, when, which, while are some of the most common subordinating conjunctions.

Correlative conjunctions are two or more conjunctions used together to link two balanced clauses, phrases or words. The most common correlative conjunctions are: either – or, neither – nor, if – then, not only – but also.

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I can identify and use different types of conjunctions.

Name:

Red

Time Trave

llers

Extension Identify the conjunctions in the passage and use them in sentences of your own.6


SAMPLE

Fill in the missing conjunctions. The words in brackets tell you which type of conjunction to use. (Try to use a different conjunction each time.)

We have our tea in front of the TV, ........................................ I usually don’t mind. (subordinating)

I didn’t want to watch the programme, ........................................ I changed the channel. (coordinating)

Joe snatched the remote off me ............................. handed it back to Mum. (coordinating)

He had .................. seen that episode before, .................. he was trying to get in her good books. (correlative)

The controller hadn’t actually broken, ........................................ I was still in a foul mood. (coordinating)

I’m allowed on my PlayStation ........................................ Mum goes up to bed. (subordinating)

I went into the kitchen ............................ I finished up the last of the ice-cream. (subordinating)

Joe would be cross ........................................ he found out I hadn’t left him any. (subordinating)

............................. I wandered back through the living room, Mum and Joe were still watching the news. (subordinating)

................................... for a couple of quick breaks, I played on my PlayStation all evening. (subordinating)

..................... ..................... is Gavin allowed to play all night, ..................... he ..................... has his tea brought up to his room. (correlative)

........................................ I got tired, I started to make stupid mistakes. (subordinating)






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Name:

Green

Time Trave

llers



SAMPLE

Fill in the missing conjunctions and state which type of conjunction you have used. (Try to use a different conjunction each time.)

We have our tea in front of the TV, ........................................ I usually don’t mind. ........................................

I didn’t want to watch the programme, ........................................ I changed the channel. ....................................

Joe snatched the remote off me ........................................ handed it back to Mum. ........................................

He had ................. seen that episode before, ................. he was trying to get in her good books. .........................

The controller hadn’t actually broken, ........................................ I was still in a foul mood. ...................................

I’m allowed on my PlayStation ........................................ Mum goes up to bed. ........................................

I went into the kitchen ........................................ I finished up the last of the ice-cream. ......................................

Joe would be cross ........................................ he found out I hadn’t left him any. ......................................

............................. I wandered back through the living room, Mum and Joe were still watching the news. ........................................

.......................... for a couple of quick breaks, I played on my PlayStation all evening. ....................................

..................... ..................... is Gavin allowed to play all night, ..................... he ..................... has his tea brought up to his room. ........................................

........................................ I got tired, I started to make stupid mistakes. ........................................






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Name:

Time Trave

llersBlue



SAMPLE

“There must be some error with our records back at the station,” said the policeman. “This will need looking into.” Then he turned to me. “Sorry for the mistake lad. I’ll make some enquiries about your mother and brother. See if we can’t track them down for you. In the meantime,” he said, turning back to the lady, “would you be willing to look after him?”

“Course we will!” said the warden as he ruffled my hair. Even though I knew he was only acting, it pleased me that he said this. I would much rather stay with the family than go to the police station to be questioned.

“Oh! One last thing before I go,” said the policeman looking at me intently. “Which school do you attend?” I could tell he still didn’t trust me.

“St Mark’s,” I said, hoping that my school existed back in those days.

“And your teacher?” he asked distrustfully.

I hesitated. Naming the school was one thing, but guessing the name of the teacher and getting it wrong was sure to get me found out.

“Miss Barker’s. Class below mine,” said Kenneth who had come back in the room without me realising. Why he lied for me I wasn’t sure, but I was very grateful he had.

The policeman didn’t look convinced. “So you know him?”

“I’ve seen him around,” lied Kenneth, “but I haven’t spoken to him before.”

The policeman paused before asking, “The children are due to be evacuated tomorrow, aren’t they?”

“That’s right, officer,” said the lady.

“Got their bags packed?”

“I’ve just got to iron a few last bits and pieces,” the lady replied.

“Right! Well, I’ll see you at the train station bright and early tomorrow morning. Goodbye, Mr Brown. Goodbye, ma’am.” The policeman gave me one last long stare before he turned and left.

The rest of the day was spent sorting out clothes and preparing for us leaving the following morning. I knew about children being evacuated from watching Goodnight Mister Tom, so I knew that it meant being sent away. At first, I didn’t like the idea at all, but then it dawned on me what was going to happen. The Browns sort of gave it away to be honest. Mrs Brown said that my mum would do all she could to get to the station for the big send-off. Then Mr Brown whispered in my ear, “You’ll be a hero.” (I reckoned he whispered so that the microphones wouldn’t pick it up.) I began to see it all unfolding. We would get to the train station and there would be television cameras and photographers, and I would be reunited with Mum and Joe. Then they would admit it was a clever hoax for a reality TV programme. The nightmare was soon going to be over!

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Chapter 9

SAMPLE

Write the sentences using all correct speech punctuation. (The actual words spoken have been written in italics to help you.)

thanks for covering for me earlier today I said that was kind of you

..........................................................................................................................................................................................................

that policeman was suspicious of you Kenneth said

..........................................................................................................................................................................................................

if it hadn’t been for you I said I don’t know what I would have done

..........................................................................................................................................................................................................

now I’ve done something for you he said you can do something for me

..........................................................................................................................................................................................................

sure what I asked

..........................................................................................................................................................................................................

swap pyjamas he replied we’re about the same size

..........................................................................................................................................................................................................

if I let you have them I said lowering my voice you’ll have to tell me a secret

..........................................................................................................................................................................................................

he looked at me suspiciously go on he said

..........................................................................................................................................................................................................

you can have my pyjamas I said if you tell me where the cameras are hidden

..........................................................................................................................................................................................................

he looked around and whispered we have a box Brownie in the sideboard

..........................................................................................................................................................................................................

you don’t need to say anymore I said giving him a wink.

..........................................................................................................................................................................................................

Later that day, Drew was able to speak to Kenneth on his own.

Inverted commas (or speech marks) separate the words someone actually says from the rest of the sentence. These words are called direct speech. Speech can go at the beginning of a sentence.“One last thing before I go,” said the policeman.Speech can go at the end of the sentence.The policeman asked, “Are the children being evacuated tomorrow?”Speech can go either side of the sentence.“In the meantime,” he said to the lady, “would you be willing to look after him?”This is the only time that you don’t need a capital letter after speech marks. This is because In the meantime, would you be willing to look after him? is one sentence interrupted with “he said”.Often though, there are two separate sentences, so we do need to finish the first sentence with a full stop and start the second sentence with a capital letter after the speech marks.“There must be some error,” said the policeman. “This will need looking into.”

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I can use direct speech.

Name:

Red

Time Trave

llers

Extension Write your own dialogue between Drew and Kenneth.34


SAMPLE

Underline the relative clauses in the sentences below.

Imagine my disappointment when I saw that the person shouting my name was the policeman who had interrogated me the day before.

He went straight up to the teacher who was in charge of the evacuees.

He asked to look at the register that she was still holding in her hands.

We were now approaching the station which was crowded with children from other schools.

However, there was no sign of the camera crew which I had expected to be there.

My mum, who I was convinced would be waiting for me, was also nowhere to be seen.

Scared that the policeman would arrest me, I ran towards a class of children who were already filing onto the platform.

Their teachers, who were busy shouting out instructions, didn’t notice me join the line.

I could hardly believe my eyes when an engine, which was puffing out great clouds of smoke, steamed into the station.

A young man, who was running down the platform, dropped his newspaper in front of me.

I quickly picked it up and looked at the date which was all I was interested in seeing.

The year was 1940: the same numbers displayed on my mobile which I had lost on the night of the bombing.

It then occurred to me that the events of the last few days, which I had thought were some elaborate hoax, were real.

I had gone back in time!

A relative clause is a specific type of subordinate clause that adds extra information about a noun. Relative clauses start with who, which or that.

Who is used for people. I thought about Mum who would be waiting for me at the station.Which is used for animals, places and things. Mrs Brown gave me some clothes which I packed in a small suitcase.That can refer to people or things. They had an outside toilet that was cold and damp.

A relative clause can also be an embedded clause if it is placed in the middle of the sentence.The teachers, who were all on edge, were too busy to notice.

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I can use relative clauses.

Name:

Red

Time Trave

llers

Extension Identify all the relative clauses in the passage.38


SAMPLE

Name (block letters)

ANDREW HAR

GREAVES

Home Address

8, BANK R

D, HULME

Evacuation Address

WILMSLOW

, CHESHIRE

MANCHESTER CITY COUNCIL

EVACUATION

My head was reeling with the realisation that I had actually gone back in time to the year 1940. But now there were even more pressing concerns for me to deal with. I had spotted the policeman coming onto the platform! I kept my head bent and mingled in with the nervous-looking children from the other school. I could see the policeman making his way down the crowded platform, peering intently at the faces of all the bewildered evacuees. I quickly barged my way to the front of a queue of children boarding the train, and leapt onto the carriage. A teacher shouted at me, but ignoring her I made my way down the corridor until I found a suitable compartment with a spare seat. I put my case on the overhead rack and squeezed between two boys. I took out the newspaper I had picked up earlier and pretended to read.

It seemed to take an eternity for all the children to board the train and settle into their seats. I saw the policeman pass the carriage window, but he was still looking at the children on the platform. I raised my newspaper just in case he should turn around. Mothers of the evacuees were now allowed onto the platform and they were peering into the carriage windows, desperate for a last glimpse of their beloved children. Finally, I heard a whistle and the train shunted forward. We were moving at last. The agitated mothers, with tears in their eyes, waved their last goodbyes. The train began to pick up speed. Confident that I had now managed to escape the policeman, I lowered the newspaper and looked out of the window. He was standing at the end of the platform watching the train pull out. Our eyes briefly met and I could see a look of anger on his face. I had managed to get away, but I knew it was only a matter of time before he would track me down.

The children, lost in their thoughts, remained silent for several minutes. Then a small boy with wire-rimmed glasses, who had been scrutinising me for some time, suddenly demanded to know who I was. I told him I was from St Mark’s, but in the confusion I had got separated from my classmates and accidentally got on the wrong carriage. One of the older boys then began to quiz me further. A tall boy in a blue blazer with some sort of prefect badge on the lapel wanted to fetch one of his teachers and it took a good deal of persuasion to stop him. Making the excuse that I needed to stretch my legs, I went out into the corridor.

We had now left the city behind and were in open countryside. I looked out of the

window and wondered what I should do next. I looked down at the name tag hanging around my neck. I couldn’t remain Andrew Hargreaves and not attract suspicion. I needed a plan to

avoid detection. I had made a mental note of the two children who had not been present at register in the morning: Carrie Matthews and Duncan Spooner. I removed my name tag and took a pencil out of

my pocket. It was time for me to take on a new identity!

41


Chapter 1

SAMPLE

Following the example above, improve the sentences by modifying the noun with an adjective and a qualifier from the boxes below.

Let’s remind ourselves what an expanded noun phrase is. A noun phrase is a group of words that go before and/or after a noun and modify its meaning.

a small boy with wire-rimmed glasses

To the noun boy we can first add a determiner: a boyThen we can add an adjective: a small boyThen we can add a qualifier: a small boy with wire-rimmed glasses Now we have an expanded noun phrase!

Adjectives Qualifierssmall large-framed with ginger hair and freckles from Manchester stern uniformed in a pill-box hat with a brusque mannerinquisitive chubby holding a clip board with wire-rimmed spectaclestired same with a multitude of questions with a heavy kit bag

Drew returned to the compartment and sat beside the ..................................... boy .............................................

..........................................................................................................................................................................................................

The ................................................................... child ..................................................................................................................

wanted to know what had happened to Drew’s name tag.

A ........................................................................ girl ................................................................................................................... ,

who was sitting opposite, kept staring at Drew.

A ....................................................................... lady ....................................................................................................................

popped her head around to ask if everyone was alright.

The ....................................................................... guard ............................................................................................................

.... told the children not to poke their heads out of the window.

Drew saw a ....................................................................... soldier .........................................................................................

struggle down the corridor to get off the train.

A ....................................................................... man ...................................................................................................................

was waiting for the train as it pulled into the station.

Drew thought it was the ................................................... policeman ............................................................................

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Name:

Red

Time Trave

llers

Extension Identify all the expanded noun phrases in the passage.42


SAMPLE

Following the example above, improve the sentences by modifying the noun with an adjective and a qualifier from the boxes below. (The nouns have been written in bold to help you.)





Drew returned to the compartment and sat beside the boy.

..........................................................................................................................................................................................................

The child wanted to know what had happened to Drew’s name tag.

..........................................................................................................................................................................................................

A girl, who was sitting opposite, kept staring at Drew.

..........................................................................................................................................................................................................

A lady popped her head around to ask if everyone was alright.

..........................................................................................................................................................................................................

The guard told the children not to poke their heads out of the window.

..........................................................................................................................................................................................................

Drew saw a soldier struggle down the corridor to get off the train.

..........................................................................................................................................................................................................

A man was waiting for the train as it pulled into the station.

..........................................................................................................................................................................................................

Drew thought it was the policeman.

..........................................................................................................................................................................................................


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Name:

Green

Time Trave

llers



SAMPLE

Following the example above, improve the sentences by modifying the noun. There are some ideas in the boxes below, or you can make your own.





Drew returned to the compartment and sat beside the boy.

..........................................................................................................................................................................................................

The child wanted to know what had happened to Drew’s name tag.

..........................................................................................................................................................................................................

A girl, who was sitting opposite, kept staring at Drew.

..........................................................................................................................................................................................................

A lady popped her head around to ask if everyone was alright.

..........................................................................................................................................................................................................

The guard told the children not to poke their heads out of the window.

..........................................................................................................................................................................................................

Drew saw a soldier struggle down the corridor to get off the train.

..........................................................................................................................................................................................................

A man was waiting for the train as it pulled into the station.

..........................................................................................................................................................................................................

Drew thought it was the policeman.

..........................................................................................................................................................................................................


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Name:

Time Trave

llersBlue



SAMPLE

With tears in my eyes, I went upstairs to pack my suitcase. I had a few choice words to say about Mrs Lloyd, I can tell you, though I wasn’t sure why I was so bothered. I hadn’t liked her and I wasn’t planning on staying. It was just so sudden and unexpected. Down in the panelled hall Mrs Lloyd was nowhere to be seen, but Mrs Carter came out of the kitchen and handed me a piece of fruitcake which was wrapped in a paper serviette. I thanked her and then followed Mr Carter to the car. As I got in the front passenger seat, I placed one suitcase in the foot well and the other on my knees.

When we pulled out of the drive Mr Carter began to talk. “I didn’t think you’d be staying long,” he told me. I didn’t reply and we travelled in silence for a few minutes. But there was one thing I needed to know.

“Who was the boy who used to stay there?” I finally ventured to ask.

“How do you know ‘bout that?” he replied.

“I saw a photo of a boy, who looked about seven or eight, in one of the top bedrooms,” I told him.

“Oh! You’ve been in young Edward’s room, ‘ave you?” He drove on in silence, before parking in a lay-by that was off the country lane. He switched off the engine and turned to me. “I don’t suppose there’s any harm in telling you,” he said. “The Lloyds’ had a son called Edward. Poorly lad he were. Contracted diphtheria and died. That were four or five years ago, but the Lloyds have never got over it. Mrs Lloyd has kept his room exactly as it were when he died. I suppose it were too much for her finding you in his room.”

“Don’t they have vaccines for diseases like that?” I asked.

Mr Carter looked at me strangely and then said, “Not quite yet they don’t, but they will after the war – I’m sure of it.” Then he started up the engine and we set off again. It wasn’t long before we drew up outside another fine-looking house; not as big as the Lloyd’s, but still much bigger than anything that I had ever seen in Hulme. A man, who was in the garden, came out of the gate to meet us. I vaguely recognised him from the day before; I was sure he was one of the adults who had been waiting outside the village hall.

He shook my hand warmly and introduced me

to a collie dog that had bounded up.

“That’s Tess – she likes visitors,” he said.

“This is Master Spooner, doctor,” said Mr Carter. “Seems to know a thing or two about medicine.”

“That’s good. I’ll look forward to chatting to him,” said the man. “And he’ll be good company for my other evacuee.” Just as he said that, the front door opened and Kenneth, who had seen me through the window, ran down the garden path to greet me.

65


Chapter 7

SAMPLE

Decide which of these sentences with relative clauses could have the relative pronoun deleted. (The relative pronoun has been written in bold to help you.)

Complete the sentences by adding a relative clause. Some will need a relative pronoun and some can be omitted. (Remember to include commas where they are needed.)

A relative clause is a type of subordinate clause. It tells us more information about the noun, but we don’t need it for the sentence to make sense. There are some relative clauses in which the relative pronoun can be left out.

Mrs Carter handed me a piece of fruitcake which was wrapped in a paper serviette.

This would still be correct if the pronoun which was omitted (along with the auxiliary verb was).

Mrs Carter handed me a piece of fruitcake wrapped in a paper serviette.

Dr McKenna was the man who Drew had seen shaking Kenneth’s hand.

Kenneth, who was really pleased to see Drew, gave his friend a tour of the house.

He took the case, which Drew had stolen, up the stairs to the bedroom they would be sharing.

The dog, which Dr McKenna had introduced as Tess, followed the two evacuees upstairs.

Tess, whose tail was always wagging, was a golden retriever.

They shared the cake that Mrs Carter had given Drew.

Drew gave a piece of the cake, which Kenneth had dropped on the floor, to Tess.

Dr McKenna .................................................................................................. made Kenneth and Drew some cocoa.

Tess .................................................................................................. then followed the two friends into the garden.

They threw sticks for Tess ..................................................................................................................................................... .

Mrs McKenna ....................................................................................................................... came back from the shops.

She made lunch ....................................................................................................................................................................... .

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Name:

Red

Time Trave

llers

Extension Find the relative clauses in the passage and decide which relative pronouns could be omitted.66


SAMPLE

Decide which of these sentences with relative clauses could have the relative pronoun deleted.

















She made lunch ....................................................................................................................................................................... .

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Name:

Green

Time Trave

llers



SAMPLE

Decide which of these sentences with relative clauses could have the relative pronoun deleted.


Rewrite these sentences leaving out the relative pronoun.











.........................................................................................................................................................................................................


.........................................................................................................................................................................................................





She made lunch ....................................................................................................................................................................... .

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Name:

Time Trave

llersBlue



SAMPLE


Underline the subject in these sentences:

Underline the object in these sentences:

Most sentences consist of a subject and an object. The subject of the sentence is the person or thing doing the action. Drew raced across the lawn.The object is the person or thing having the action done to it. Drew raced across the lawn.

The subject normally comes first in a sentence and it can be a noun, a noun phrase or a pronoun. The object usually comes second in the sentence and like the subject it can be anything from a single word to a noun phrase.The reckless child raced across the rain-soaked lawn. subject object

Sentences with conjunctions can contain two subjects and two objects.I had torn a hole in the sleeve of my pyjamas and Kenneth had ripped the back of his pyjama top. object subject objectsubject

The two friends got into the back of the jeep.

The driver of the jeep asked them where they lived.

Kenneth and Drew told the RAF officer that they were staying with Dr McKenna.

They tried to direct the driver to the house.

The driver asked the evacuees what they were doing in the middle of the night.

They told him that they were looking for the pilot who had parachuted to safety.

The officers informed them that they too were searching for the missing pilot.

When they finally reached the house, Dr McKenna was waiting for them.

Dr McKenna had been so anxious about their safety he had rung the police station.

A police car then drew up outside the house.

The policeman said that one of the two boys was wanted back in Manchester.

He asked them which one was called Drew Hargreaves.

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I can identify the subject and object in a sentence.

Name:

Red

Time Trave

llers

Extension Read through the passage and see if you can identify the subject and the object of the sentences.94

Year 6 • Term 3

SAMPLE


Underline the synonym which is the best fit for the sentence.

Use a thesaurus to replace the underlined words with a suitable synonym.

A synonym is a word that means the same thing or similar thing to another word.

We use synonyms to liven up our writing. It would be very boring if we used the same word again and again. But sometimes synonyms have very subtle differences, so you have to be careful you use the right word in the right context.

We blinked our eyes in the bright beam of the policeman’s torch.

Synonyms for blink include squinted and flickered, but only one makes sense in this sentence.Synonyms for bright include dazzling and glittering, but which one makes most sense?Synonyms for torch include beacon and flashlight, but again only one of these makes sense in the context of the sentence.

The best synonyms to replace the original words are:We squinted our eyes in the dazzling beam of the policeman’s flashlight.

We must have looked a sorry sight in our muddy shoes and torn pyjamas.

“Looks like they’ve been dragged through a hedge backwards!”

“I want you to be honest and tell me which one of you is actually Andrew Hargreaves.”

Kenneth gave me a good hard look as if to say admit it.

The policeman explained to Kenneth what was going to happen.

The policeman was thankful to the McKennas for their co-operation.

We watched the car drive away until the rear lights disappeared in the darkness.

..........................................................................................................................................................................................................

I was curious to find out what they knew about me.

..........................................................................................................................................................................................................

It wouldn’t take them long to discover their mistake.

..........................................................................................................................................................................................................

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(searched/appeared/peered) (ripped/split/shredded)

(hauled/crawled/heaved) (in reverse/back to front/behind)

(fair/truthful/sincere) (veritably/in truth/really)

(peep/glance/stare) (accept/confess/divulge)

(described/demonstrated/solved) (turn out/come about/take place)

(grateful/appreciative/indebted) (collaboration/participation/assistance)

I can use synonyms to improve my writing.

Name:

Green

Time Trave

llers

Extension Look through the passage and find other words you could replace with synonyms from a thesaurus.99

Year 6 • Term 3

SAMPLE

Year 6Answers

This was not an unusual thing to say considering what I was wearing.It would have been insensitive and irresponsible of me not to help him.He was unsteady on his feet, but I managed to get him to stand.I thought it was going to be impossible to get him down the ladders.But he made a superhuman effort and he reached the bottom rung.He was incapable of moving without my help.We struggled towards the unoccupied farmhouse.Then an incredible sight met my eyes.

Chapter 9 I can use ellipses.Answers to pages 113 – 116

“I would have helped sooner had I known (that) you needed to get back to Hulme,” said Mr Carter.“(Do) you know where you’re going then?” asked Drew.“(I’ve) been there on a number of occasions,” replied Mr Carter.“(You’ve been) to Hulme! Why (have you been to Hulme)?” asked Drew.“It’s where my wife comes from. (She lived in) Stanley Street,” Mr Carter told Drew.“That’s my street. What number (did she live at)?” inquired Drew.“(She lived at) number fourteen,” Mr Carter answered.“That’s my house! When (did she live there)?” Drew asked.“(She lived there) when she was a child,” Mr Carter said.“(She’s) like me then!” exclaimed Drew.“(She is) more like you than you realise,” said Mr Carter meaningfully.“What (do) you mean?” asked Drew.“I mean (that) before she married me, her name was Drew: Drew Hargreaves!”

Chapter 10I can identify and use adverbs without the ‘ly’ ending.Answers to pages 117 – 120

When Drew saw the policeman she thought she would never return to the future. She almost cried when she saw he had her mobile in his hand. She considered running away again. But what he did next astonished her. He rather unexpectedly offered the phone to her. “You’re a very difficult young lady to track down,” he said. “You disguised yourself so cleverly I very nearly gave up trying to find you.” “What obviously did not enter your head was the fact that I wanted to help!” “I somehow think you are definitely going to need this phone.” “I’m quite sure there are even more adventures waiting for you when you get back to the future.” “Well, don’t stand there gawping so. Take the phone quick before I change my mind.” Without any further comment, Drew took the phone from the policeman’s outstretched hand. It didn’t take long to turn on the mobile; the battery was surprisingly fully-charged.


9

© Copyright HeadStart Primary LtdYear 6

National Curriculum

Coverage & Notes

SAMPLE

a© Copyright HeadStart Primary Ltd Year 6

National Curriculum Coverage and NotesTeachers will note that, within the activity sheets, there are a number of exercises that consolidate previous learning, as well as exercises that go beyond the National Curriculum requirements for a particular age group. In the English Programme of Study (page 6 of the introduction) it states:

“Within each key stage, schools have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate.”

At HeadStart, we believe that there are a number of appropriate concepts that can be introduced at an earlier stage than stated in English Appendix 2. For example, in the Year 3 and Year 4 Programme of Study for writing composition, it states that children need to build a ‘varied and rich vocabulary’ (page 29), yet the term ‘synonym’ is not introduced until Year 6 of Appendix 2 (page 69). We have, therefore, introduced the use of synonyms at a much earlier age, though children will not be tested on the knowledge of the term “synonym” until the appropriate key stage.

CoverageThe following tables show the year group when the concepts are first introduced in the Programme of Study, either in the Statutory Requirements or in the Appendix. Some concepts appear under Spelling or Writing and have been included because of their close relationship to grammar. Some concepts, e.g. irregular adjectives (comparative and superlative), are not mentioned in the Statutory Requirements, but have been included because of the importance of teaching children Standard English. (For example, children need to understand not to use “more bigger”, or “my bestest friend”, or “worserer”.)

SAMPLE

a© Copyright HeadStart Primary Ltd Year 6

National Curriculum Coverage and NotesTeachers will note that, within the activity sheets, there are a number of exercises that consolidate previous learning, as well as exercises that go beyond the National Curriculum requirements for a particular age group. In the English Programme of Study (page 6 of the introduction) it states:

“Within each key stage, schools have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate.”

At HeadStart, we believe that there are a number of appropriate concepts that can be introduced at an earlier stage than stated in English Appendix 2. For example, in the Year 3 and Year 4 Programme of Study for writing composition, it states that children need to build a ‘varied and rich vocabulary’ (page 29), yet the term ‘synonym’ is not introduced until Year 6 of Appendix 2 (page 69). We have, therefore, introduced the use of synonyms at a much earlier age, though children will not be tested on the knowledge of the term “synonym” until the appropriate key stage.

CoverageThe following tables show the year group when the concepts are first introduced in the Programme of Study, either in the Statutory Requirements or in the Appendix. Some concepts appear under Spelling or Writing and have been included because of their close relationship to grammar. Some concepts, e.g. irregular adjectives (comparative and superlative), are not mentioned in the Statutory Requirements, but have been included because of the importance of teaching children Standard English. (For example, children need to understand not to use “more bigger”, or “my bestest friend”, or “worserer”.)

© Copyright HeadStart Primary Ltd b Year 6

Coverage – Book 1Learning Objectives National Curriculum Programme of Study

Statutory Requirements

Appendix 2 Glossary/Spelling/Writing Part One

1. Noun classification Glossary 2. Conjunctions (identifying types) Year 3 & 4 Year 3 3. Paired adjectives Year 2 4. Commas (before conjunctions) Year 5 & 6 5. Modal verbs and adverbs Year 5 & 6 Year 5 6. Verbs as sentence starters Year 3 & 4 7. Parentheses (brackets, dashes, commas) Year 5 & 6 Year 5 8. Semi-colons, colons and dashes (for clauses) Year 5 & 6 Year 6 9. Direct speech Year 3 & 4 Year 4 10. Relative clauses Year 5 & 6 Year 5 Part Two 1. Expanded noun phrases Year 5 & 6 2. Passive voice Year 6 3. Past perfect tense Year 5 & 6 Glossary 4. Adverbs and adverbial phrases Year 3 & 4 Year 4 5. Modal verbs (of politeness) Year 5 & 6 Year 5 6. Paragraphs Year 4 Writing Y3 & 4 7. Implied relative pronouns Year 5 & 6 Year 5 8. Prefixes (for verbs) Year 5 Spelling Y1, 3 & 4 9. Prepositions of time Year 3 & 4 Year 3 10. Standard English Year 4 Glossary

Part Three 1. Subjunctive form Year 5 & 6 Year 6 2. Reported speech Writing Y3 & 4 3. Commas (to clarify meaning) Year 5 & 6 Year 5 4. Subject and Object Year 6 Glossary 5. Synonyms Year 6 Glossary 6. Apostrophes (for contraction and possession) Year 2, 3 & 4 Year 2 & 4 7. Adverbs (of certainty, degree and place) Year 5 & 6 Year 5 8. Prefixes (for adjectives) Year 3 Glossary 9. Ellipses (omitting words) Year 6 Glossary10. Adverbs (without “ly” ending) Year 3 & 4 Year 2 Glossary

SAMPLE

c© Copyright HeadStart Primary Ltd Year 6

Coverage – Book 2Learning Objectives

National Curriculum Programme of Study


Appendix 2 Glossary/Spelling/Writing

1. Capital letters for titles Year 2 Glossary 2. Noun classification Glossary 3. Conjunctions (identifying types) Year 3 & 4 Year 3 4. Paired adjectives Year 2 5. Commas (before conjunctions) Year 5 & 6 6. Modal verbs and adverbs Year 5 & 6 Year 5 7. Verbs as sentence starters Year 3 & 4 8. Parentheses (brackets, dashes, commas) Year 5 & 6 Year 5 9. Semi-colons, colons and dashes (for clauses) Year 5 & 6 Year 610. Commas, colons and semi-colons (for lists) Year 5 & 611. Direct speech (1) Year 3 & 4 Year 4 12. Direct speech (2) Year 3 & 4 Year 4 13. Relative clauses Year 5 & 6 Year 514. Expanded noun phrases Year 5 & 615. Passive voice Year 616. Past perfect tense Year 5 & 6 Glossary17. Adverbs and adverbial phrases Year 3 & 4 Year 418. Modal verbs (of politeness) Year 5 & 6 Year 519. Paragraphs Year 4 Writing Y3 & 420. Implied relative pronouns Year 5 & 6 Year 521. Prefixes (for verbs) Year 5 Spelling Y1, 3 & 422. Prepositions of time Year 3 & 4 Year 3 23. Prepositions of place and time Year 3 & 4 Year 324. Standard English Year 4 Glossary/Writing25. Question tags Year 626. Subjunctive form Year 5 & 6 Year 627. Formal language (letter writing) Year 5 & 6 Year 628. Formal language (speech) Year 5 & 6 Year 629. Reported speech Writing Y3 & 430. Reported speech (into direct speech) Year 4 Writing Y3 & 4 31. Commas (to clarify meaning) Year 5 & 6 Year 532. Subject and Object Year 6 Glossary33. Synonyms Year 6 Glossary34. Antonyms Year 6 Glossary35. Antonyms (using prefixes) Year 6 Glossary36. Apostrophes (for contraction and possession) Year 2, 3 & 4 Year 2 & 437. Adverbs (of certainty and degree) Year 5 & 6 Year 538. Adverbs (of place) Year 5 & 6 Year 539. Prefixes (for adjectives) Year 3 Glossary40. Suffixes (nouns and verbs into adjectives) Glossary41. Ellipses (omitting words) Year 6 Glossary42. Ellipses (as punctuation) Year 643. Adverbs (without “ly” ending) Year 3 & 4 Year 2 Glossary44. Bullet points (for lists) Year 5 & 6 Year 645. Bullet points (for main points) Year 5 & 6 Year 646. Hyphens (to avoid ambiguity) Year 5 & 6 Year 647. Word classes (parts of speech) (1) Year 3, 4, 5 & 6 Glossary48. Word classes (parts of speech) (2) Year 3, 4, 5 & 6 Glossary49. Imperative verbs (for commands) Glossary/Writing50. Phrasal verbs51. Sentence punctuation (1) Y3, 4, 5 & 6 Glossary52. Sentence punctuation (2) Y3, 4, 5 & 6 Glossary53. Cohesive devices (paragraphs) Years 5 & 6 Writing Y5 & 654. Layout devices (1) Year 6 Writing Y3, 4, 5 & 655. Layout devices (2) Year 6 Writing Y3, 4, 5 & 6

(Headings marked with the Spitfire symbol denote concepts not covered in Book 1.)

SAMPLE

c© Copyright HeadStart Primary Ltd Year 6

Coverage – Book 2Learning Objectives

National Curriculum Programme of Study


Appendix 2 Glossary/Spelling/Writing

1. Capital letters for titles Year 2 Glossary 2. Noun classification Glossary 3. Conjunctions (identifying types) Year 3 & 4 Year 3 4. Paired adjectives Year 2 5. Commas (before conjunctions) Year 5 & 6 6. Modal verbs and adverbs Year 5 & 6 Year 5 7. Verbs as sentence starters Year 3 & 4 8. Parentheses (brackets, dashes, commas) Year 5 & 6 Year 5 9. Semi-colons, colons and dashes (for clauses) Year 5 & 6 Year 610. Commas, colons and semi-colons (for lists) Year 5 & 611. Direct speech (1) Year 3 & 4 Year 4 12. Direct speech (2) Year 3 & 4 Year 4 13. Relative clauses Year 5 & 6 Year 514. Expanded noun phrases Year 5 & 615. Passive voice Year 616. Past perfect tense Year 5 & 6 Glossary17. Adverbs and adverbial phrases Year 3 & 4 Year 418. Modal verbs (of politeness) Year 5 & 6 Year 519. Paragraphs Year 4 Writing Y3 & 420. Implied relative pronouns Year 5 & 6 Year 521. Prefixes (for verbs) Year 5 Spelling Y1, 3 & 422. Prepositions of time Year 3 & 4 Year 3 23. Prepositions of place and time Year 3 & 4 Year 324. Standard English Year 4 Glossary/Writing25. Question tags Year 626. Subjunctive form Year 5 & 6 Year 627. Formal language (letter writing) Year 5 & 6 Year 628. Formal language (speech) Year 5 & 6 Year 629. Reported speech Writing Y3 & 430. Reported speech (into direct speech) Year 4 Writing Y3 & 4 31. Commas (to clarify meaning) Year 5 & 6 Year 532. Subject and Object Year 6 Glossary33. Synonyms Year 6 Glossary34. Antonyms Year 6 Glossary35. Antonyms (using prefixes) Year 6 Glossary36. Apostrophes (for contraction and possession) Year 2, 3 & 4 Year 2 & 437. Adverbs (of certainty and degree) Year 5 & 6 Year 538. Adverbs (of place) Year 5 & 6 Year 539. Prefixes (for adjectives) Year 3 Glossary40. Suffixes (nouns and verbs into adjectives) Glossary41. Ellipses (omitting words) Year 6 Glossary42. Ellipses (as punctuation) Year 643. Adverbs (without “ly” ending) Year 3 & 4 Year 2 Glossary44. Bullet points (for lists) Year 5 & 6 Year 645. Bullet points (for main points) Year 5 & 6 Year 646. Hyphens (to avoid ambiguity) Year 5 & 6 Year 647. Word classes (parts of speech) (1) Year 3, 4, 5 & 6 Glossary48. Word classes (parts of speech) (2) Year 3, 4, 5 & 6 Glossary49. Imperative verbs (for commands) Glossary/Writing50. Phrasal verbs51. Sentence punctuation (1) Y3, 4, 5 & 6 Glossary52. Sentence punctuation (2) Y3, 4, 5 & 6 Glossary53. Cohesive devices (paragraphs) Years 5 & 6 Writing Y5 & 654. Layout devices (1) Year 6 Writing Y3, 4, 5 & 655. Layout devices (2) Year 6 Writing Y3, 4, 5 & 6

(Headings marked with the Spitfire symbol denote concepts not covered in Book 1.)

© Copyright HeadStart Primary Ltd d Year 6

Coverage (continued)

Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

Book 1 p 81 – 84 Book 2 p 26, 27, 28

Using passive verbs to affect the presentation of information in a sentence

Book 1 p 45 – 48 Book 2 p 15

Using the perfect form of verbs to mark relationships of time and cause

Book 1 p 49 – 52 Book 2 p 16

Using expanded noun phrases to convey complicated information concisely

Book 1 p 41 – 44 Book 2 p 14

Using modal verbs to indicate degrees of possibility

Book 1 p 17 – 20 Book 2 p 6

Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

Book 1 p 37 – 40 Book 2 p 13, 20Book 1 p 65 – 68

Learning the grammar for years 5 and 6 in English Appendix 2

indicate grammatical and other features by:

Using commas to clarify meaning or avoid ambiguity in writing

Book 1 p 89 – 92 Book 2 p 31

Using modal verbs to show politeness

Book 1 p 57 – 60 Book 2 p 46

Using brackets, dashes or commas to indicate parenthesis

Book 1 p 25 – 28 Book 2 p 48

Using semi-colons, colons or dashes to mark boundaries between clauses

Book 1 p 29 – 32 Book 2 p 9

Using a colon to introduce a list

Book 2 p 10

Punctuating bullet points consistently

Book 2 p 44, 45

The following table shows how the programmes of study are covered by the scheme of work presented in this book. Pupils should be taught to: develop their understanding of the concepts set out in English Appendix 2 by:

SAMPLE

e© Copyright HeadStart Primary Ltd Year 6

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing

Book 1 p 77 – 80 Book 2 p 24, 27, 28

How words are related by meaning as synonyms and antonyms

Book 1 p 97 – 100 Book 2 p 33, 34, 35

Use of the passive to affect the presentation of information in a sentence

Book 1 p 45 – 48 Book 2 p 15

The difference between structures typical of informal speech and structures appropriate for formal speech and writing (for example, the use of question tags, or the use of subjunctive forms)

Book 1 p 77 – 80 Book 2 p 24, 25, 26, 27, 28Book 1 p 81 – 84

Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections (for example, the use of adverbials), and ellipses

Book 1 p 61 – 64 Book 2 p 53

Layout devices (for example, headings, sub-headings, columns, bullets, or tables) to structure text

Book 2 p 54, 55

Use of the semi-colon, colon, and dash to mark the boundary between independent clausesBook 1 p 29 – 32 Book 2 p 9

Use of the colon to introduce a list and use of semi-colons within lists

Book 2 p 10

Punctuation of bullet points to list information

Book 2 p 44, 45

How hyphens can be used to avoid ambiguity

Book 2 page 46

Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Coverage (continued)

Appendix 2: Vocabulary, grammar and punctuation

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Year 6English Grammar & Punctuation

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english grammar sample& punctuation · conjunctions (identifying types) paired adjectives...

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