Grammar Reading Spelling Punctuation

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The GRASP Session

GRASP Sessions take place Monday – Thursday 10.30am – 11am and cover the basic skills elements of the English National Curriculum:

Grammar Reading Spelling Punctuation Handwriting

Pupil progress in these sessions is tracked using the GRASP Tracker. This tracks progress against the GRASP Learning Statements There are specific units of work that are included on the English scheme of work – each unit is expected to last approximately three weeks. GRASP sessions should be a combination of whole-class taught sessions (for example a specific skill in grammar, spelling rule or handwriting join), small group work (on a specific skills, guided reading, guided group work), or individual work – either supported or unsupported (spelling books, specific targets) All work from GRASP sessions should be completed in the GRASP workbooks (formerly known as the Reading Workbooks) Teaching and Learning in Reading

Guided reading to teach specific reading skills from the GRASP tracker

Reading linked to the focus text from the Wordsmith Scheme

Additional reading linked to the genre currently being studied

Further skills development on comprehension / inference and deduction using the comprehension/literacy boxes Teaching and Learning in Grammar/Punctuation

Guidance contained in the English National Curriculum will not provide a comprehensive learning package in grammar, therefore additional units of work have been added. The key resource for teaching grammar remains Grammar for Writing

Teaching and Learning in Spelling

Children should be taught specific rules and spelling patterns at the start of each learning unit. They should then have the opportunity to further their learning through a range of exercises and activities. Focus should also be on applying their learning to their work across the curriculum.

Further spelling work is provided through independent work in their spelling books, weekly spelling test (linked to learning) and using Spellodrome.

For lower attaining children, additional phonics work will need to be provided Teaching and Learning in Handwriting

Children should be taught specific rules and spelling patterns at the start of each learning unit. They should then have the opportunity to further their learning through a range of exercises and activities. Focus should also be on applying their learning to their work across the curriculum.

Teaching and Learning in Writing

Further practise and development of writing skills using short tasks from the Writing Prompt Boxes

New Wave English in Practice Workbooks These are to be used either as:

Registration books from 8.45am – 9am daily

After lunch books from 1pm – 1.15pm daily These workbooks provide daily practise for pupils in phonics, punctuation and grammar.

Each unit of work consists of ten lessons that have:

Phonics or phonic focus

Spelling words (these can be used for weekly spelling tests)

Word focus – for example contractions, prefixes, suffixes, antonyms

Punctuation

Parts of speech They are also to be used as a diagnostic tool. Whilst it is good practice for pupils to peer assess each other and to take

part in whole class marking, the teacher and/or additional adult should analyse the daily exercises to identify areas that

are weak in the children’s understanding – this should then be used to inform future GRASP sessions – this presents an

ideal opportunity to plan and deliver Common Error Sessions

In the books for older children, each daily exercise is based around a theme and the sentences provided can be used for children to copy out for handwriting practise or to write comprehension questions for each other.

Writing Prompt Cards Writing prompts is a high-interest, three-box series that provides supplementary materials to support writing during GRASP sessions. Each box contains 200 writing cards, divided into 3 categories:

Imaginative - Narrative, Poetry

Informative - Procedure, Recount, Report, Narrative

Persuasive – Exposition These cards can be used for independent short-task writing activities. They can also be used to develop AfL strategies:

In pairs, pupils discuss their proposed writing, sharing ideas, commenting on each other’s ideas and suggesting improvements

Pupil take part in shared writing, combining ideas to produce one piece of shared writing

Pupils discuss the task and agree a set of success criteria, they write independently and then assess each other’s work using the agreed success criteria.

Pupils assess each other’s short writing for grammar, punctuation and spelling

Pupils assess each other’s work identifying areas for improvement for an up-levelling session.

Working with an adult, a group of children discuss their ideas, plan their writing and agree the success criteria that will be used to judge the outcome.

Jolly Phonics Grammar Handbook These are a set of four textbooks that provide units of work in both grammar and spelling. For each unit there is a photocopiable activity sheet for pupils and accompanying notes for teachers that acts as a lesson plan and can provide valuable subject knowledge. Each Grammar Unit follows the same format: Each Spelling Unit follows the same format: Aim Revision Introduction Main point Main point Spelling sheet Grammar sheet Dictation Extension activity Spelling List Rounding off Each unit (spelling and grammar) have been cross referenced to the GRASP scheme of work For example: Jolly Grammar 2 (Grammar 6 – Exclamation Marks)

TTS Spelling Games & Investigations These are a set of games and investigations for teaching spelling rules and conventions. They are split into 3 age units. Many of the activities require sorting word cards that need to be photocopied. In addition to the packs available, the booklet and cards are also available on the X Drive. Games and investigations have been mapped to the GRASP scheme of work

Proof Reading and Editing Skills These books contain a selection of passages of text for correction by pupils each with a punctuation, grammar, spelling and vocabulary

focus. There are a wide variety of fiction and non-fiction writing genres used, including legends, traditional poems, instructions, persuasive writing and reports. These books also provide an opportunity for children to develop skills necessary for peer and self -assessment of extended writing tasks.

Treasure House Treasure House is a set of four textbooks per year covering the following areas of literacy:

Spelling (linked with the scheme of work below – highlighted in orange)

Vocabulary, Grammar and Punctuation (linked with the scheme of work below – highlighted in orange)

Comprehension (to be used for comprehension skills in GRASP sessions)

Composition (to be used to develop writing skills in GRASP sessions)

Additional On-Line Resources for GRASP sessions

www.sentenceplay.co.uk An excellent resource for whole class teaching and activities. A number of games to play covering a range of GRASP learning

intentions

www.funenglishgames.com A good site with a number of games for reading, writing, grammar, spelling and word games.

GRASP Additional Interventions These interventions are designed to be delivered by additional adults as either withdrawal sessions or as part of the daily GRASP sessions or a combination of both. They

can be used as either ‘catch-up programmes’ for pupils in Years 4 & 5 or extension programmes for pupils in Year 3 and the Dolphin Centre

Successful Sentences Successful Sentences is a 3 stage programme of Interventions to improve sentence construction at Key Stage 2. The three stages are:

1. Simple Sentences 2. Better Sentences 3. Complex Sentences

Assessment of attainment and progress is achieved through using the GRASP learning statements for each stage. Learning activities are designed to be ones that are practical and engaging and to encourage children to love learning about the basics of writing in English. Simple Sentences ensures that children are able to construct sentences that are punctuated correctly, make sense and use simple connectives to join two phrases.

Children learn about question marks and exclamation marks and are able to identify nouns and verbs in sentences.

Better Sentences develops sentence construction through adding more detail by using adjectives and adverbs. Children extend their knowledge of using conjunctions

and punctuating sentences using commas.

Complex Sentences develops children ability to us direct speech in their sentences and add more detail through using a subordinate clause and through adverbial and

adjectival phrases.

Teaching Reading through GRASP sessions

The main way in which key reading skills are taught in GRASP sessions is through guided group work (guided reading). Each session should focus on one or two particular reading skills using the GRASP reading learning statements. To assist in the teaching of guided reading, the following resources are provided: Collins Big Cat Readers (Each book comes with guidance at the back for Guided Reading Sessions) The Hedgehog Mystery The Monkey Puppet They Came from Class 6C The Ultimate World Quiz Life Cycles The Big Bang The Traveller’s Guide to the Solar System Frederick Douglass Nightmare: Two Ghostly Tales I Have a Dream Designing Places and Spaces

GRASP Reading Learning Statements (Year 5) These statements should guide the learning intentions for reading sessions as part of the GRASP lessons:

Read on sight, all the words from the Year 5 Spelling List (LS)

Respond to sophisticated punctuation (LS)

Work out the pronunciation of homophones, using the context of the sentence

Choose and read books at own level

Find information easily through knowing the structure of the text type

Skim a text to get an overview of its contents

Scan a text to locate and highlight key information

Comment on the effect of language on the reader

State an opinion, explaining thinking and referencing to places in the text

Show an understanding of the main ideas, themes, events and characters in a text

Recognise different points of view (LS)

Able to read between the lines to infer meaning from the text

Year 5 Grammar & Punctuation Focus Autumn Term

Focus Learning Statements Resources Further Information F

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Using Formal Language Use the correct word class in a

sentence.

Distinguish between formal and informal language and use appropriately

Treasure House Book 5 Grammar Unit 1 Collins Grammar (Book 4) – Unit 7 Collins Grammar (Book 4) – Unit 10 Grammar for Writing Unit 33 Collins Grammar (Book 4) – Unit 17

Revision on Capital letters, full stops and other final punctuation Concrete and abstract nouns Gender Nouns

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Speech sentences Use commas, full stops, question marks and exclamation marks in speech sentences.

Add inverted commas to a sentence when the speech is split.

Collins Grammar (Book 4) – Unit 1 Collins Grammar (Book 4) – Unit 8

When speech precedes the verb (reporting clause) and does not have an end-stop punctuation such as a question mark or an exclamation mark it is punctuated with a comma: “I like bananas,” said Mum. When the speech follows the verb (reporting clause), the verb (reporting clause) is punctuated with a comma: Mum said, “I like bananas.”

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Apostrophes Use an apostrophe of possession with singular and plural nouns

Identify when a word ending in -s, -es or -ies needs an apostrophe for possession.

Collins Grammar (Book 4) – Unit 16

Apostrophe for possession: The apostrophe is used to show possession: If a singular word does not end in –s, add ‘s If a singular word ends in –s, add either ‘s or just ‘ If a singular word end in –ss, still add ‘s If a plural ends in –s, just add ‘ If a plural doesn’t end in –s, add ‘s (Key teaching point is that an apostrophe is never used to make a word plural) Apostrophe for contraction: The apostrophe is used to indicate where letters are omitted when during contraction of words. For example do not = don’t, you are = you’re

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Relative Clauses Treasure House Book 5 Grammar Unit 3 Treasure House Book 5 Punctuation Unit 4 Grammar for Writing Unit 39 Collins Grammar (Book 4) – Unit 12

Relative clauses are used to give more information about nouns.

Relative clauses can be started with a relative pronoun (who, that, which, whose) or a

relative adverb (where, when)

Demonstrative pronouns (this, that, these, those) and take the place of the noun

phrase.

Year 5 Vocabulary & Spelling Focus Autumn Term

Each term there should be a focus on spelling specific words. Year 5 Spelling List: These words are learnt best through weekly spelling texts which should be a mixture of words from:

Spelling rules and patterns being taught in GRASP sessions

Spellings relevant to the Wordsmith Unit being studied

Technical and specialist vocabulary from science, Non-fiction studies

5 words from the Year spelling list (these should appear in rotation)

Examples Resources Further Information

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Nouns Singular and plural Expanded Noun Phrases

Singular & Plural Nouns City – Cities Life – Lives Irregular Plurals Mouse – Mice Foot – Feet Plurals that do not follow the rules e.g. cellos, taxis, cherries, oxen, quizzes, crises The hairy, brown dog. The hairy, brown dog with muddy paws.

Collins Grammar (Book 4) – Unit 6 Treasure House Book 5 Vocabulary Unit 1

Expanded noun phrases are used to give more information about nouns. A noun can be expanded through adjectives before it and by providing extra information (a preposition phrase) after it.

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Prefixes and Suffixes Changing nouns and adjectives into verbs: Strength = strengthen Accessory = accessorise

Treasure House Book 5 Vocabulary Unit 2 Treasure House Book 5 Vocabulary Unit 3 Collins Grammar (Book 4) – Unit 11 TTS Investigations Unit 28

Some nouns and adjectives can be changed into verbs using suffixes. Sometimes the root word is not changed, but other times it is.

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Suffixes –cious –tious -cial -tial

vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, fictitious, infectious, nutritious official, special, artificial, partial, confidential, essential

Treasure House Book 5 Spelling Unit 1 Spellodrome Year 5 List 3, 5 TTS Investigations Unit 1,2 TTS Investigations Unit 5 Treasure House Book 5 Spelling Unit 2 Spellodrome Year 5 List 11,14 TTS Investigations Unit 3, 14 TTS Investigations Unit 5 (repeat)

Not many common words end like this. If the root word ends in –ce, the /ʃ/ sound is usually spelt as c – e.g. vice – vicious, grace – gracious, space – spacious, malice – malicious. Exception: anxious. -cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions. Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province).

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Suffixes Words ending in –ant, –ance/– ancy, –ent, –ence/–ency

observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial) innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential) assistant, assistance, obedient, obedience, independent, independence

Treasure House Book 5 Spelling Unit 3 Spellodrome Year 5 List 20 Spellodrome Year 5 List 22 Spellodrome Year 5 List 28 Spellodrome Year 5 List 29 TTS Investigations Unit 6 TTS Investigations Unit 7 TTS Investigations Unit 8 TTS Investigations Unit 9 TTS Investigations Unit 10 TTS Investigations Unit 11

Use –ant and –ance/–ancy if there is a related word with a /a/ or /eɪ/ sound in the right position; –ation endings are often a clue. Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/dʒ/sound) and qu, or if there is a related word with a clear /ɛ/ sound in the right position. There are many words, however, where the above guidance does not help. These words just have to be learnt.

Year 5 Grammar & Punctuation Focus Spring Term

Focus Learning Statements Resources Further Information F

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Adverbials Use adverbs of frequency.

Use adverbs of degree.

Use adverbs of comment.

Add a comma to demarcate a fronted adverbial

Treasure House Book 5 Grammar Unit 3 Collins Grammar (Book 4) – Unit 2 Collins Grammar (Book 4) – Unit 4 Activity – ranking adverbs of frequency

Adverbs of frequency examples: always, usually, normally, frequently, sometimes, occasionally, seldom, never Most adverbs are gradable – they can be modified by adverbs of degree such as ‘very’ or ‘quite’ – He ran very fast. (extremely, completely, nearly, perfectly) Adverbs of comment are used to convey the speaker’s viewpoint or opinion. Examples: clearly, obviously, personally, seriously, undoubtedly

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Degrees of possibility

Use adverbs of possibility / probability

Use modal verbs to convey hypothetical statements.

Treasure House Book 5 Grammar Unit 2

Possibility, likelihood and probability are indicated by the use of adverbial modifiers and also by the use of modal verbs to imply things that might or might not, could or could not and should or should not happen. Adverbs: probably, definitely, maybe Modal Verbs: might, should, will, must

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Adjectives Add adjectival phrases to complex sentences to extend meaning and add information.

Use an adjective with an attributive noun.

Use more than one adjective with an attributive noun.

Collins Grammar (Book 4) – Unit 5

Adjectival phrases extend meaning in sentences. They consist of either a pair or chain of adjectives. For example: The big red car. An attributive noun is a noun that acts like an adjective because they modify the noun they are linked with. For example apple + pie becomes apple pie. The adjective always precedes the attributive noun. For example: The delicious apple pie. (There is no comma between delicious and apple pie because apple is an attributive noun. Adding further adjectives would require commas to separate them as follows: A delicious, hot apple pie

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Brackets, dashes or commas to indicate parenthesis

Use commas to indicate parenthesis.

Use brackets for parenthesis.

Use dashes for parenthesis.

Treasure House Book 5 Punctuation Unit 3 Collins Grammar (Book 4) – Unit 14

Parenthesis are another way of introducing subordination into sentences. The clause is inserted into the sentence and demarcated using parenthesis. Parenthesis can either be commas, brackets or dashes. In all cases they come in pairs and separate the subordinate clause, or added information, from the main part of the sentence by enclosing it in punctuation. The subordinate clause can either be a relative clause, attached adjectivally to the main noun: Jasmine – who was now sixteen – had decided to leave school. or an adverbial clause modifying the verb: He ran, stumbling over the rocks in his haste, until he could run no longer.

Year 5 Vocabulary & Spelling Focus Spring Term

Each term there should be a focus on spelling specific words. Year 5 Spelling List: These words are learnt best through weekly spelling texts which should be a mixture of words from:

Spelling rules and patterns being taught in GRASP sessions

Spellings relevant to the Wordsmith Unit being studied

Technical and specialist vocabulary from science, Non-fiction studies

5 words from the Year spelling list (these should appear in rotation)

Examples Resources Further Information

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Words ending in –able and –ible Words ending in –ably and –ibly

adorable/adorably (adoration), applicable/applicably (application), considerable/ considerably (consideration), tolerable/tolerably (toleration) changeable, noticeable, forcible, legible dependable, comfortable, understandable, reasonable, enjoyable, reliable possible/ possibly, horrible/ horribly, terrible/ terribly, visible/ visibly, incredible/ incredibly, sensible/ sensibly

Treasure House Book 5 Spelling Unit 4 Spellodrome Year 5 List 31 Spellodrome Year 6 List 3 Spellodrome Year 6 List 5 Spellodrome Year 6 List 3 Spellodrome Year 5 List 32 Spellodrome Year 6 List 4 TTS Investigations Unit 13 TTS Investigations Unit 14 TTS Investigations Unit 15 TTS Investigations Unit 16

The –able/–ably endings are far more common than the –ible/–ibly endings. As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation. If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule. The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible).

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Adding suffixes beginning with vowel letters to words ending in -fer

referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference

Treasure House Book 5 Spelling Unit 5 Spellodrome Year 6 List 7 TTS Investigations Unit 17 TTS Investigations Unit 18

The r is doubled if the –fer is still stressed when the ending is added. The r is not doubled if the –fer is no longer stressed.

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Spelling Rule: ‘i before e, except after c’

Deceive, conceive, receive, perceive, ceiling

Treasure House Book 5 Spelling Unit 7 Spellodrome Year 5 List 4 TTS Investigations Unit 20 TTS Investigations Unit 21

The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound).

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Words containing the letter string ‘ough’

ought, bought, thought, nought, brought, fought, rough, tough, enough, cough, though, although, dough, through, thorough, borough, plough, bough

Treasure House Book 5 Spelling Unit 8 Spellodrome Year 5 List 10 TTS Investigations Unit 22

ough is one of the trickiest spellings in English – it can be used to spell a number of different sounds.

Year 5 Grammar & Punctuation Focus Summer Term

Focus Learning Statements Resources Further Information F

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Punctuating Lists Choose when to put commas in a

list of adjectives.

Use commas to separate items in a list

Treasure House Book 5 Punctuation Unit 1 Treasure House Book 5 Punctuation Unit 5 Treasure House Book 5 Punctuation Unit 6

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Text Cohesion and Interest

Choose the correct connective to provide cohesion between two sentences.

Add modifiers to complex sentences to extend meaning.

Recognise a double superlative.

Use conditional connectives

Treasure House Book 5 Grammar Unit 4 Grammar for Writing Unit 43 Collins Grammar (Book 4) – Unit 20

Double superlatives occur when a word such as ‘more’ is used with an adjective incorrectly. It is correct to say ‘I am the most happy’ or ‘I am the happiest’ but not I am the most happiest. Conditional statements show a state of affairs that depends for its fulfilment on the achievement of a previous condition: X will happen, but only if Y has happened first Conditionals can also be negative: X will not happen if Y does

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Reported and Direct Speech

Write direct speech as reported speech.

Write reported speech as direct speech.

Grammar for Writing Unit 36 Collins Grammar (Book 3) – Unit 19 Collins Grammar (Book 4) – Unit 9

Changing direct speech to reported speech can involve changing the personal pronoun, the tense and the modality of the verb: “I will go if I can,” said Dad Dad said he would go if he could Two common methods of introducing reported speech are: ‘she told me + to + infinitive of the verb’ ‘she said + that + verb in past tense’ Reverse these changes for rewriting reported speech as direct speech.

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Compound Words Correctly use hyphens when writing compound adjectives

Treasure House Book 5 Punctuation Unit 2

Compound words are words made from two or more shorter words. They have one unit of meaning. Compound words do not usually have a hyphen. Foot + ball = football (compound noun) Hyphens are used to join words that make compound adjectives Man-eating crocodile: man-eating is the compound adjective

Year 5 Vocabulary & Spelling Focus Summer Term

Each term there should be a focus on spelling specific words. Year 5 Spelling List: These words are learnt best through weekly spelling texts which should be a mixture of words from:

Spelling rules and patterns being taught in GRASP sessions

Spellings relevant to the Wordsmith Unit being studied

Technical and specialist vocabulary from science, Non-fiction studies

5 words from the Year spelling list (these should appear in rotation)

Examples Resources Further Information

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Silents and Softs Silent letters t, n, h, u, and b Soft c and g sound mixed spellings

doubt, island, lamb, solemn, thistle, knight

Treasure House Book 5 Spelling Unit 8 Spellodrome Year 5 List 13 Spellodrome Year 5 List 30 TTS Investigations Unit 19

Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch.

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Homophones and near homophones

Using context - Desert or dessert - Wary , weary

Past tense verbs

- Guessed , guest - Passed, past

Treasure House Book 5 Spelling Unit 10 Treasure House Book 5 Spelling Unit 11 Treasure House Book 5 Spelling Unit 13 Treasure House Book 5 Spelling Unit 15

Homophones are words that sound the same but they are spelt differently and have different meanings. Context is needed to know which spelling to use. Often the spellings of homophones just have to be learned.

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Homophones and near homophones – nouns and verbs

advice/ advise device/ devise licence/ license practice/ practise

Treasure House Book 5 Spelling Unit 12 Spellodrome Year 5 List 12 Spellodrome Year 6 List 12 Spellodrome Year 6 List 30 TTS Investigations Unit 23 TTS Investigations Unit 24 TTS Investigations Unit 25 TTS Investigations Unit 26

In the pairs of words opposite, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c.

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Use of the Hyphen

co-ordinate, re-enter, co-operate, co-own

Treasure House Book 5 Spelling Unit 4 TTS Investigations Unit 12

Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one.

Additional Staff Subject Knowledge Word Classes /Parts of Speech Overview Class Sub-category Definition or features Example

Noun

common noun Object Any tangible object such as tree, table, ball, car…

proper noun Name – always has a capital letter Any person, place or thing with a specific name – Mr. Gove, Jupiter, France, October…

abstract noun idea or concept Something intangible such as fear, betrayal, foolishness, bravery…

collective noun

Group of people, animals or things which can be counted individually, but also as a group. Should take the singular form of the verb

Flock of sheep, school of whales, jury, committee, class, congregation, pride of lions… The jury was (not were) out for three hours The committee is (not are) unanimous

Verb

infinitive Usually preceded by ‘to’ or by a modal verb (see below)

‘To dare is to win’ – (dare & win are both infinitives; ‘is’ is the main verb) You should go now! (should is the modal, go the infinitive)

transitive Has an object, i.e. the verb acts on someone or something

I watch the TV every night (TV is watched, so is the object) She saw me in the street (me is the object) They loved the latest Bond film (Bond film is the object)

intransitive Does not have an object and cannot be followed directly by a noun

It rained on Tuesday (you cannot rain something) I wished for a puppy for my birthday He slept on the floor

modal

A verb that expresses possibility, probability, permission, duty or uncertainty, always followed by another verb

It might snow next week She would prefer a holiday in the mountains You must go now! He should make sure that the door is locked

Adverb simple adverbs

An adverb qualifies a verb, an adjective, another adverb or even a whole sentence and usually answers one of these questions: when? (adverbs of time) where? (adverbs of place) how? in what way? to what extent? (adverbs of manner) Many adverbs (but not all) end in -ly

He walked slowly down the street (qualifies the verb walked, adverb of manner) Ahmed was quite late (qualifies the adjective late, adverb of manner) The postman will come again tomorrow (qualifies whole sentence, adverb of time) ‘Look! She’s there!’ (qualifies whole sentence, adverb of place)

Adjective

simple A word that describes a noun That tree is huge (huge tells you more about the tree) Take the red flower (red describes the flower)

comparative

An adjective that compares two nouns. For 1 syllable adjectives add –er, for most adjectives with two or more syllables, use ‘more’

Mohamed is older than his brother; that is a taller tree (old, tall = 1 syllable) Irena is more thoughtful than her sister; that is a more beautiful song (thoughtful and beautiful = more than one syllable) Exceptions: adjectives ending in -er, -le or –ow : This street is narrower than I remember; he is gentler than the rest;

superlative An adjective that compares 3 or more nouns. . For 1 syllable adjectives add –

She is the oldest runner in the race; the tallest tree in the forest is a Douglas fir (old, tall = 1 syllable)

est, for most adjectives with two or more syllables, use ‘most’

Mariam is the most intelligent person in the world! (intelligent = more than one syllable)

irregular adjectives

Adjective good bad far little many

Comparative form better worse farther less more

Superlative form best worst farthest least most

Preposition

simple prepositions

A preposition, often placed in front of a noun or pronoun, answers the questions where? (place), when? (time), how? (manner)

The book is on the table (preposition indicating place) The parcel should arrive before Wednesday (indicating time) They crossed the rope bridge without fear (indicating manner)

phrasal verbs

Prepositions can also be found as part of phrasal verbs – verbs that take on a specific meaning when accompanied by a preposition

The police promised to look into it (phrasal verb look into, meaning investigate) Stand by your man! (phrasal verb stand by, meaning support) The others picked on her in the playground

Additional Staff Subject Knowledge Features of Sentences Class Sub-category Definition or features Example

Sentence

statements A declaration I have forgotten my book. The Earth is flat

questions

Mostly asking for information. Rhetorical question is when a question is used in place of a statement, usually in persuasive speech or writing. Rhetorical questions do not require an answer.

Where did you leave it? What evidence do you have for that? What have the Romans ever done for us? (Rhetorical question, i.e. means ‘the Romans have never done anything for us)

commands

Giving an instruction, uses the imperative (i.e. the verb but no subject). Negative commands require the use of don’t

Go forth and multiply! Don’t be late! (negative) Don’t touch!

exclamations

More emphatic form of statement, normally implying some emotion on the part of the speaker or writer

But I have to go to work! It’s a joke, surely!

simple Simple sentence contains one main verb

Bart is going to the swimming pool (main verb: is going) Jana is not the best person for the job (main verb: is)

compound

Two or more main clauses, either of which can stand on its own as a simple sentence, joined by punctuation or one of these conjunctions: for, and, nor, but, or, yet, so.

Amanda is top of her class and she is a great footballer. (either clause makes sense as a sentence) Phuong worked hard all weekend, yet he doesn’t seem to be tired. We don’t wish to interfere; we’re worried about the effect on her health.

complex

Two or more clauses, one of which is the main clause, the others being dependent on the main clause, often using a subordinating connective

He won the race despite the fact that he was injured (main clause: he won the race subordinating connective: despite the fact that subordinate clause: despite the fact that he was injured) The Romans won the war because they had a modern army (main clause: The Romans won the war subordinating connective: because subordinate clause: because they had a modern army)

clause Smallest grammatical unit that contains a complete proposition. Must contain a verb

The Chinese had the strongest team… (main clause because it could be a sentence on its own) …because of their training facilities (subordinate clause)

phrase

A group of 2 or more words without a verb that can provide further information on a noun, adjective, adverb or preposition

The house at the end of the street… (noun phrase – additional info on house) …very fond of animals…(adjectival phrase – additional info on fond) …amazingly quickly… (adverbial phrase – building on quickly) …in the kitchen… (prepositional phrase)

Additional Staff Subject Knowledge Standard English Class Sub-category Definition or features Example

Agreement

Tense agreement Ensuring that the tenses match up between a main clause and a subordinate clause

When she was a baby, she loved to crawl (both simple past tense) Before he arrived, he had checked out the facilities (simple past and past perfect)

subject-verb agreement

The form of the verb is changed according to the ‘person’. Normally add –s or –es to third person singular present tense

I give up! (first person singular) She gives up. (third person singular) We do the housework on Monday (first person plural) He does it on Friday (third person singular) Irregular verb: I am, you are, she is, we are, they are.

double negatives In Standard English, only one negative form (not, no, nor, neither) is required. Some dialects use two.

We don’t need no education (Standard form: we don’t need any education)

use of ‘I’ and ‘me’

In traditional grammar terms, ‘I’ is the subject of a verb and ‘me’ is the object or indirect object. Me is also used after a preposition

My husband and I had a terrible year (I is the subject of the verb ‘had) The books were given to both Ahmed and me (indirect object of ‘ were given’) Between you and me… (after the preposition between)

Formal/ informal

contractions

The omission of letters (often internal) from a word to shorten a phrase. The missing letters are usually replaced by an apostrophe. Contractions are not desirable in more formal speaking and writing

isn’t – contraction from is not let’s – from let us it’s – from it is what’s – from what has NB one contraction - o’clock – is used in both formal and informal Common error: ‘Should’ve’ being expanded to ‘should of’ instead of ‘should have’

Additional Staff Subject Knowledge Grammar Vocabulary Class Sub-category Definition or features Example

Vocabulary

Synonyms

Words that have similar or even the same meaning. There are synonyms in every word class

Verb: buy and purchase Noun: pupil and student Adjective: big and large Preposition: in and inside Adverb: quickly and speedily

Antonyms

Words that have opposite meanings. There are antonyms in every word class, although not all words have antonyms. Some antonyms are formed by the addition of a prefix or suffix

Verb: move and remain Noun: heat and cold Adjective: fast and slow Preposition: inside and outside Adverb: happily and sadly Antonyms formed with a prefix: happy and unhappy Antonyms formed with a suffix: fearful and fearless

Prefixes Prefixes are placed before the root of a word to change the meaning.

un-, dis-, in-, im- are all negative prefixes, as in untidy, dishonest, incapable, immoral; pre- has the sense of ‘before’, as in premature or preview; re- has the sense of ‘again’, as in redo or review

Suffixes

Suffixes are placed after the root of a word to change the meaning. Suffixes are sometimes part of the grammatical system (e.g. –ed to mark the past tense), sometimes to change from one word class to another (e.g. –ise to change from a noun to a verb)

adjective-to-noun: -ness (slow - slowness) adjective-to-verb: -ise (modern - modernise) adjective-to-adjective: -ish (red - reddish) adjective-to-adverb: -ly (personal - personally) noun-to-adjective: -al (recreation - recreational) noun-to-verb: -fy (glory - glorify) verb-to-adjective: -able (drink - drinkable) verb-to-noun (abstract): -ance (deliver - deliverance)

verb-to-noun (concrete): -er (write - writer)

Homonyms

Strictly speaking, homonyms are words that have both the same spelling and pronunciation, but have different meanings.

stalk (the stem of a plant) and stalk (to harass/follow a person) left (past tense of leave) and left (opposite of right)

Homographs Same spelling, different pronunciation, different meaning

in the present (at this time) – present a medal to a soldier (to give formally) row the boat (use the oars) – have a row with someone (argue)

Homophones Same sound, different meaning, different spelling

principal (the most important) – principle (a moral or ethical reason) Also: two, to, too and there, their, they’re

Additional Staff Subject Knowledge Punctuation Class Sub-category Definition or features Example

Punctuation

Commas

Commas have two main functions: to mark phrases or clauses, to delineate words in a list and before direct speech

List: The test contained questions on grammar, vocabulary, punctuation and Standard English. (NB do not use a comma before and) Marking phrases/clauses: On his birthday, he always buys a round (after a phrase) If you wish to apply for the job, go to our web page (after a subordinate clause) At the end of the performance she said, “What a wonderful dancer!” (direct speech)

Inverted commas

Also known as speech marks, quotation marks or quotes, they are mostly used to indicate direct speech, a quotation from elsewhere or to mark off a word or phrase under discussion

“What do you think you are doing?” she said as she entered. (direct speech) 1984 begins with this chilling observation: “The clock struck thirteen…” (quotation) What does “ontogenesis” mean? (word under discussion)

Apostrophes

Apostrophes are used to indicate a contraction (where letters are omitted) or a possessive form. For the latter use, the apostrophe should be placed before the ‘s’ where the noun is singular and after when the noun is plural. Personal possessive pronouns (his, ours, its, hers) do not take an apostrophe

It’s not possible! (contraction from it is) Don’t drop litter! (contraction from do not) The cat’s whiskers (possessive, singular noun ‘cat’) Mrs. Jones’s pet dog (possessive, singular noun Mrs. Jones) The neighbours’ children (possessive, plural noun ‘neighbours’) Exception: where the plural form of the noun is not an –s, the possessive is formed with ‘s. The children’s books; the mice’s nest; women’s careers

Ellipsis (plural: ellipses)

Ellipsis is a series of three full stops used to indicate the omission of anything from one word to a whole section of the text.

When he saw the mess, he uttered: “What in Heaven’s name…” The only possible response is, “if at first you don’t succeed…”

Colons

A colon can show a logical consequence, that a list will follow or that a subtitle follows a title. It can also be used to introduce direct speech

There was only one answer: the butler did it! (logical consequence) The Bennets had five daughters: Jane, Elizabeth, Mary, Catherine and Lydia. (list) Star Wars 2: The Empire Strikes Back! (subtitle) All he could say was: “I’m dying!” (introduce direct speech)

Semi-colon

Semi-colons can be used to list where the listed items include phrases or dependent clauses and to link two simple sentences, omitting the connective and, but or so.

The Bennets had five daughters: Jane, the eldest; Elizabeth, who was the most spirited… (list, including phrases and clauses) I went to the swimming pool; it was closed for repair (replacing ‘but’) I told her the tyre was flat; she called the breakdown service (replacing ‘so’) NB semi-colons are followed by a lower-case letter, unless the following word is a proper noun.

accommodate accompany achieve ancient attached available average bargain category cemetery committee conscience conscious definite develop dictionary disastrous

environment especially excellent familiar foreign forty government identity language muscle necessary neighbour occupy occur opportunity parliament persuade

physical profession programme queue restaurant secretary shoulder signature sincere sincerely soldier suggest symbol system thorough vegetable vehicle

Year 5 Spelling Words