literacy progress units: sentences - full scheme
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Teachers &
Teaching Assistants
Status: Recommended
Date of issue: 02/03
Ref: DfES 0066/2003
Li teracy Progress Uni t
Sentences
R E P L A C E M E N T
Guidance
Curriculum & Standards
Key Stage 3National Strategy
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Copies of this document are available from
DfES Publications
Tel 0845 60 222 60
Fax 0845 60 333 60
Textphone 0845 60 555 60e-mail [email protected]
Ref: DfES 0066/2003
Crown copyright 2003
Produced by the Department for Education and Skills
Extracts from this document may be reproduced
for non-commercial or training purposes on the
condition that the source is acknowledged.
www.dfes.gov.uk
www.standards.dfes.gov.uk/keystage3
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Contents
Introduct ion to Key Stage 3 Literacy Progress Units v
Introduction to Sentences xiii
Session plans 1
1 What is a sentence? 2
2 Statements, questions and com mands 14
3 Simple sentences 24
4 Compound sentences 36
5 Complex sentences 50
6 Identifying subordinate clauses 56
7 Writing subordinate clauses 66
8 Using connectives to add information 76
9 Using additional connectives effectively 90
10 Cause and effect connectives 104
11 Using cause and effect connectives appropriately 116
12 Full-stops 128
13 Comparing and contrasting connectives 144
14 Using com paring and contrasting connectives effectively 156
15 Conditionality 162
16 Varying sentence structure 17017 Com mas 182
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Introduction toKey Stage 3Literacy Progress Units
The context of the Key Stage 3 National StrategyA key factor in raising stand ards is ensuring that m ore pup ils have the
competence and confidence in literacy to cope well with the learning
challenges of the secondary curriculum.
There are three major elements to the d rive to raise standards of literacy in
secondary schools through the Key Stage 3 National Strategy:
i training for English d epartments on increasing ac hievement through effective
teaching based on the Framewo rk for teaching English: Years 7, 8 and 9;
ii cross- curricular training on literacy for all staff;
iii support m aterials for teachers of pupils who attained below level 4 at the
end of Key Stage 2.
Pupils who enter Year 7 on level 3 need add itional supp ort if they are to develop
the literacy skills that can unlock learning and enab le them to reach the national
expec tation at the end of Key Stage 3. Literacy Progress Units have been
developed to offer such support.
The need for Key Stage 3 Literacy Progress UnitsThe evidence from national test results 199 62001 sho ws that almost tw o-
thirds of p upils who enter Year 7 w ithout having ac hieved level 4 in English failto reach level 5 at the end of Year 9. M any of them also fail to do justice to t heir
abilities in other subjects b ecause they find it d ifficult to hand le the pressures
of reading and writing with sufficient speed and skill. That is a situation the
governm ent is determined to tackle. The need for specific sup port in relation
to writing is clear, given the disparity in attainment b etween reading and w riting
at the end o f Key Stage 2. (In 200 1 82 per cent of pup ils gained level 4 in
reading, as opposed to only 57 p er cent in w riting.) Similarly clear, w ithin the
context o f equality of opportunity, is the need to motivate and supp ort the b oys
who form the m ajority of Year 7 pup ils who have not yet ac hieved level 4.
What so many o f the pupils still on level 3 need is tangible progress thatwill build their belief in them selves as succ essful learners. Experience w ith
the Add itional Literacy Supp ort (ALS) in primary schools has shown that
such progress is possible, using w ell-structured, fast-paced and c arefully
targeted intervention. The Literacy Progress Units provided for the Key Stage 3
National Strategy reflect the principles and pract ice of ALS which has proved
so successful.
These Literacy Progress Units reflect the b elief that all pup ils on level 3 sho uld
aspire to level 4 by the end o f Year 7, and sho uld aim to c atch up with their
peers by achieving level 5 or above at the end of Year 9. Pub lic indications
of prog ress will be provided th rough the end of Year 7 progress tests for pupils
who entered second ary school below level 4.
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Moving from level 3 to level 4In achieving level 3, p upils have shown themselves capable of reading w ith
som e understand ing and fluency, and of using different forms o f writing with a
degree of acc uracy. What they need to learn is how t o read w ith greater insight
and understanding, and how to express themselves in accurate, well-organised
writing that uses language effectively at wo rd and sentence level. In many cases
this will involve revisiting aspec ts o f English w hich they have met in primary
school, but doing so with m aterial that respects t heir status as secondaryschool pupils and assum es a can d o ap proach, which b uilds in and builds
on p upils existing experiences and abilities.
We know what w e have to do t o m ove pupils tow ards level 4. The characteristic
constraints for pup ils who attain level 3 at Key Stage 2, identified in relation to
the three strands of the National Literacy Strategy, are:
Word level
uncertain choices for long and unstressed medial vowel sounds;
limited g rasp of sp elling rules and c onventions;
insecure understanding and use of possessive apostrophes.
Sentence level
limited use of complex sentences;
variable use of c om mas t o m ark bound aries w ithin sentences;
limited ab ility to use pronouns and verb tenses acc urately;
uncertainties over speech punctuation.
Text level
limited use of paragraphing and other organisational devices;
limited ability to organise non- narrative w riting;
insufficient planning, reviewing and editing of w riting for clarity,
interest and purpose;
literal rather than inferential reading.
Key Stage 3 Literacy Progress Units have been informed and shaped by QCA
analyses of Key Stage 2 Eng lish test results in recent years, by the evidence
from Ofsted and by the emphases of the Nat ional Literacy Strategy. They have
also been revised in the light of national feedbac k, and from p ilot LEAs in
particular. They focus o n the c ritical features which m ove pupils on to level 4,
which are:
developing effective strateg ies for information retrieval; reading using inference and d educ tion;
using full-stops, capital letters and commas accurately in longer sentences;
varying sentenc e structure;
organising texts in ways other than chrono logical;
using paragraphs effectively;
app lying know ledge of spelling rules and co nventions.
These features are reflected in the Literacy Progress Un its, since add ressing
these aspec ts of English is the surest w ay to ensure progress towards level 4
and beyond.
Literacy Progress Units overviewThe six units and the m ain areas they co ver are:
Writing organisation: organising and shaping w riting effectively;
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Information retrieval: extracting and evaluating information from a range
of non-literary sources;
Spelling: spelling ac curately, as a result of know ing the co nventions and
having strategies for imp roving spelling;
Reading betw een the lines: using inference and ded uction in interpreting
literary texts;
Phonics: applying knowledge of phonics in their own writing;
Sentences: having a repertoire of sentence struc tures and using them
effectively (revised for 2003).
Many teac hers will be familiar with the content, if not the focus and
methodology, in the units on Writing organisation, Reading betw een the lines
and Information retrieval. The Literacy Progress Un it least fam iliar to many
secondary teachers will probably be Phonics, but Ofsted evidence c ontinues
to indicate that the quality of phonics teaching in primary schoo ls is variable
and if pupils do not kno w abo ut phonics they need to b e taught. This aspect
of word level wo rk is of central imp ortance in pup ils acq uisition of literacy skills.
The Spellingunit offers ways of add ressing an area of continuing conc ern to
teachers, to emp loyers and to pupils themselves. Similarly significant, althoughan area of uncertainty for some teachers, is the Sentencesunit: pup ils need
to understand enough about sentence gramm ar to be able to appreciate the
cho ices available to them as writers, and to make those c hoices effectively.
The revised version of this unit focuses particularly on how this know ledge
of sentence grammar can be transferred into pup ils ow n writing.
Management and organisation
The role of senior staff
In relation to Key Stage 3 Literacy Progress Units, senior staff need to :
lead from t he top b y giving visible support and, if possible, by becom ingpersonally involved;
make any necessary timetabling changes;
explore the p ossibilities for having Literacy Progress Unit sessions outside
the usual time of the sc hool day;
ensure that Literacy Progress Unit sessions take place in situations which
promote a positive learning atmosphere;
identify or, if funding perm its, appo int staff for Literacy Progress Un its;
agree monitoring procedures with the people involved;
inform staff not d irectly involved in delivering Literacy Progress Units;
provide the resources and equipment needed;
determ ine evaluation criteria;
encourage staff and pupils and celebrate achievement.
The role of the teacher
In relation to pupils, teachers need to :
select pup ils who w ill benefit from Literacy Progress Units, basing their
assessments o n judgements abo ut c urrent attainment, informed b y the
assessment guidance in each unit, and test results from Key Stage 2;
prepare the pupils by establishing appropriate expectations about how
they will wo rk during the Literacy Progress Unit sessions;
ensure that w ork do ne in mainstream lessons based on the Framew ork
relates to, reinforces and b uilds up on w hat has been do ne in Literacy
Progress Unit sessions;
mo nitor pup il progress in attitude as well as attainment.
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In relation to teaching assistants and other colleagues, teachers need to:
make sure that the staff involved understand the p rinciples and prac tice
of Literacy Progress Units;
plan and liaise effectively;
offer support, esp ecially during the initial stages;
help to monitor pupil progress;
observe or participate in some o f the sessions.
In relation to parents, teachers need to:
inform parents why their children have been chosen to work on
Literacy Progress Units and explain how the units can supp ort their
childrens progress;
suggest how parents can help;
keep p arents informed.
Timing
Each of the six units has 18 sessions of 20 m inutes. It is therefore possible to
deliver a unit in six weeks, w ith three sessions each w eek. The units relate to
the revision ob jectives in Year 7 of the Framewo rk for teaching English: Years 7,8 and 9, but they are not an alternative to the English program mes o f study
of the National Curriculum. They should b e thought of as c omp lementing or
con tributing to English lessons, not as replacing them .
Literacy Progress Unit sessions can be provided in or outside the school day,
such as before school, lunchtime or after schoo l. Sessions can also be fitted
into English lessons that follow the pattern recommended in the Framework
and therefore include structured group time, but teachers need to recognise
that this limits the op portunity to consolidate the aims of the m ain lesson.
Teaching and learningLiteracy Progress Units are flexible enough to be adap ted to suit the contexts
of different schools, but they have been developed with group work (rather than
who le-class activity) in mind. They can be delivered by teachers, by teaching
assistants or by other staff such as librarians.
The units are based on the teaching principles and practice w hich have proved
their worth th rough the N ational Literacy Strategy. Central to the approac h in
Literacy Progress Units is a movement from d emonstration to independence
in small secure steps. The small-group context allows the teacher to b e aware
of how effectively pup ils are app lying what has just been taught, and tointervene at the mo ment o f maximum impact. Each session of 20 m inutes
usually includes:
building on prior knowledge;
linking w riting w ith speaking and listening, and w ith reading;
a highly interactive app roach;
an emphasis on teacher modelling;
gradual draw ing in of pupils with scaffolded ac tivities;
building pupil confidence through supported application;
consolidation of individual learning through revision and reflection;
a deliberately fast p ace;
a sense of enjoyment through working together.
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The teaching sequence which und erpins every session is:
Remember Identification of prior know ledge and key ob jectives
Model Teacher or teaching assistant demonstration of process
Try Shared exploration through ac tivity
Apply Scaffolded p upil application of new learning
Secure Consolidation through discussion/activity
Units have been written for the adult who is delivering them , but few sessions
are scripted verbatim since the teachers own words will often be the best.
Pupils
Literacy Progress Units are intended for pup ils who have attained level 3
in English and are working towards level 4. The proportion o f pup ils in that
category varies so widely across schools that the decision whether or not touse a particular unit with a pup il must rest with the school. It will depend on the
diagnosis of individual need, b ased on the analysis of Key Stage 2 results and
evidenc e from a pup ils current work. It might be approp riate for some pup ils
to tack le six units during a school year, since the who le suite of units constitutes
a powerful preparation for level 4, w hile others, w ho have reached level 4
in reading, m ight need on ly the units that w ill help them to imp rove their writing.
Guidance on preliminary assessment is given in the append ix to this
Introduction, and more d etailed diagnostic guidance accom panies each unit.
One of the teachers permanent aims sho uld be that pupils self-esteem is
enhanced by Literacy Progress Unit sessions. We w ant pup ils to be c onfident
enough to take risks, and to learn from their mistakes. The small-g roup
situation envisaged for Literacy Progress Units offers particular opp ortunities
for insecure learners: it is highly interactive and creates a c lose trusting
com munity who can be ho nest with each other. The teaching sequence
is designed to sc affold succ ess for all, and the steps b etween the learning
activities are small enough to allow little mistakes to be p icked up so naturally
and quickly that no one needs to m ake a big mistake. This means intervening
early to correct errors, not allow ing them to b ecom e embed ded.
Ways of supporting pupils include: establishing that w e all make som e mistakes, and that they are usually
valuable starting p oints for learning;
giving c lear guidance over tasks and timing;
allow ing sufficient thinking time;
using pair work to avoid individual emb arrassment;
giving p upils strategies for signalling unc ertainty and creating a not su re
option;
using supportive body language;
rewarding and com ment ing on positive behaviour, rather than noticing only
negative behaviour;
being clear about errors, and not dodging the issue; unearthing underlying misconceptions;
going bac k a stage when necessary to m odel and explain first principles;
always preserving the p upils dignity as w ell as the teachers.
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Staffing
In many schoo ls the units w ill be taught by sup po rt staff as well as by teachers
or librarians. The government has p rovided funding for an increasing num ber
of teaching assistants in secondary schoo ls, and the style of the units reflects
an expectation that in many schools the teaching will be done by a teaching
assistant, work ing with a group of around six pupils. The unit authors have
therefore tried not to take subject knowledge for granted, and have been
deliberately explicit about t erminology and pedagogy. Scho ols are
recom mend ed to have training sessions for the colleagues involved, prior
to the introduc tion of the units, and to ensure time for liaison betw een those
teaching m ainstream lessons and those d elivering the Literacy Progress Units.
The role of teaching assistants
The numb er of teaching assistants in second ary schoo ls is rising, since
the government has recognised and welcomed the increasingly imp ortant
con tribution that teaching assistants are making to raising stand ards in
secondary schools. Funding for teaching assistants in secondary schools
has been increased substantially through the Standards Fund, as p art of the
governments co mm itment to increase the number of sup port staff (a w idergroup including teaching assistants) by at least 20,000 by 2005, and provide
new recruits with induc tion training, as w ell as further increased resources in
school and LEA grants.
There are considerable variations in the quality of supp ort and training for
teaching assistants, and in the effectiveness with which they are dep loyed.
As a matter of goo d p ractice, each schoo l should have an agreed p olicy on the
role of teaching assistants. This policy should include provision for training and
for shared planning time.
The DfES has provided LEAs w ith a training prog ramm e for secondary teaching
assistants which consists of four days training and includes a module of two
half-d ays on sup po rting pup ils literacy skills. The literacy module includes
a session on the Literacy Progress Units. Loc al educ ation authorities will be
expected to disseminate this training t o seco ndary teaching assistants and
their mentors using the Standards Fund grant for 20034. From April 2003 the
Standards Fund will con tain two sep arate grants relating to support staff: a new
grant to cover salaries of sup po rt staff (including teaching assistants) and help
for small scho ols at 268 m illion, and a further grant of 37.45 m illion to c over
training for sup ort staff.
The Literacy Progress Units have been written spec ifically for teaching
assistants. This is reflected in the style and in the use o f terminology.
If a teaching assistant (or anyone else) is to deliver Literacy Progress Units
effectively, that p erson w ill need to:
feel con fident about w orking with group s of Year 7 pupils;
be fam iliar with the Framew ork for teaching English: Years 7, 8 and 9;
be w illing to plan and p repare with other co lleagues;
have the necessary skills and know ledge to und erstand and d eliver
the materials;
prepare sessions in advance;
know and relate to the p upils.
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Shared discuss ion over imp lementation is essential. It is goo d p ractice to
involve a wider group o f colleagues (including the Head of English and the
SENCo) in discuss ion of how the m aterials will be introduced and evaluated.
Preparation
Each session needs c areful preparation in advance, since m any of them
depend on gam es or resource sheets which need to be at hand in the session
to avoid slackening the p ace. The timing of the sessions has such mom entum
that there is no time for finding or mak ing resource materials. Many sessions
need an OHP o r a flipc hart with the necessary accessories. The support
materials are all photoc op iable and there is always a list o f the m aterials needed
for a particular session. This means that c areful storage o f cards and other
materials for future use is a good investment of time. Some units need p osters
and p upil response sheets available for a series of sessions if the learning
opp ortunities are to b e optimised. These need t o b e prepared in advance.
Location
It is not fair to the pupils, the teachers or to the materials if problems arise, not
because of what is being taught, b ut whereit is being taught. Many schools,in their planning for Literacy Progress Units, have ensured that they can take
place in suitable situations. For example, they have arranged for pup ils to b e
seated in an arc around t he teacher in a way that m aximises face- to- face
contact and ensures that no pupil has to see a text up side down.
Parents
Parents have the right to k now what is happening to their children and w hy.
It is important to inform and involve parents as muc h as possible by providing
information about Literacy Progress Units.
P
T
T
P P
PP
PP
P P
P P
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Appendix: Initial assessment for Literacy Progress UnitsNote: Focus only on pupils who gained level 3 in reading and/or writing.
Using the outcomes of Key Stage 2 assessment
The ideal way to assess a p upils suitability for Literacy Progress Units is to
use Key Stage 2 d ata and to talk with the pupils former teac her. The Key Stage
2 scho ol mark sheet for end of Key Stage 2 assessments enables teachers
in the second ary scho ol to identify differences in patterns of attainment acrossattainment targets. (For w riting there is a spelling mark, a hand writing mark,
a writing mark and the overall total which d etermines the level for writing.
For reading there is a reading mark and reading level.) Many p upils who
gained level 4 in reading, but not in writing, need the Literacy Progress Units
on writing, but not those for reading.
Individual pup il cover sheets, available from p rimary schoo ls, give a more
detailed breakdow n of the m arks for writing and are useful for identifying
spec ific areas of strength and w eakness. These cover sheets give the marks
for purp ose and organisation, for style and punc tuation, in addition to spelling
and hand writing. Such evidenc e can help to identify wh ich units are prioritiesfor a pup il.
Using evidence from pupils work
If Key Stage 2 t est evidence is not available, schoo ls should consider
Key Stage 2 teacher assessment. If this indicates that pupils are not secure
in level 4, pup ils c urrent w ork should b e assessed. Assessment guidance
for each unit is available in the unit-spec ific introduc tions.
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Introduction toSentences
This unit has been revised to provide greater opp ortunity for pup ils to transfer
know ledge o f sentence gramm ar into their own writing.
Sentences make words yield up their meanings. Sentences actively create
sense in language David Cryst al
Sentences w ork d ifferently in speech and w riting. This unit helps p upils to write
mo re effective sentences in a range of cont exts in English and o ther subjects
across the curriculum.
Sentences are not easily defined. Instead o f definitions, we need to focus on
com mo n features to em phasise meaning.
A sentence will make sense as a stand- alone unit.
Sentences can be major (i.e. can be broken dow n into clauses;
simp le, com pound, c omp lex) or minor (less conventional sentences, o ften
oral). Major sentenc es are what m ight be trad itionally defined as a sentence,
for example:
Mary and Farzana should have been at t he lesson.
Minor sentences make sense but are far more dependent on w here they
occur to make sense, for example:
No trespassing.
For sale.
Authors sometimes use minor sentences to create particular effects in texts,
especially in narrative writing. Sentences have four m ain co mm unicative purposes. They can be:
statem ents ;
com mands;
exc lamations;
quest ions.
The order and pos ition of w ords is important; this is know n as syntax and is
rule-governed.
Punctuation helps the writer and reader make meaning.
Sentences begin w ith a capital letter.
They end with a full-stop, exclamation mark or question mark.
Possible ways of using this unit
The unit is designed to w ork as a w hole to imp rove a pupils ability to w rite
sentences. However, there are times when one or two sessions might be useful
to reinforce an aspect of a pupils knowledge or understanding about
sentences, or to teach one aspect to add ress a specific g ap in knowledge for
an individual pup il, a sm all group or a w hole class.
If the gap lies with the w hole class, then a specific session could b e used as
a starter for whole-class teaching before beg inning a piece of fiction or non -
fiction w riting as approp riate.
If a small group in the class needs som e supp ort, then app ropriate sessionscan be used as guided sessions during writing lessons. This approach could
be esp ecially helpful to pup ils learning English as an additional language
(EAL), as discussion of text at sentence level can help them to att ain greater
accuracy and fluency in their writing.
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Individual difficulties could be addressed through a m entoring session w ith a
teaching assistant or as p art of a schoo ls academ ic mentoring programm e.
Many p upils learning EAL, particularly those at level 3/4 in writing, would
benefit from being taken through this unit. It is essential that it is delivered in a
small-group c ontext, as overt d iscussion of language features is of particular
benefit to EAL learners.
Finally, please note that there are only 17 sessions in this unit. The final
(eighteenth) session should be used to celebrate the successes of the
pup ils and, if necessary, finish off or revise any key element s that are still felt
to be insecure.
Punctuation cards (comma, full-stop, question mark and exclamation) are
provided b efore the sessions start, for use as approp riate in each session.
It would also be helpful for pup ils to have a dedicated exercise book or folder to
work in. This could then be kept by the pupils and used to support their learning
across the curriculum.
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2 Sentences Session 1 C row n co pyrig ht 200 3
Objectives
To review what w e
mean by the term
sentence and the
ways in which
words are put
together to make
a sentence.
To identify somecommon features
of a sentence.
Key term
Sentence: a unit of written
language that makes sense on its
own. In writing it begins with a
capitalletter and ends w ith a full-stop,
exclamation m ark or q uestion mark.
Resources
OHT 1.1/Handout 1.2
OHT 1.2/Handout 1.4
Handout 1.1 cut up into strips
Handout 1.3 per pupil
Full-stops from the
punctuation cards
Drawing pins, tape or
non-marking adhesive Blank postcards: enough for
sixp er pupil
Remember Time: 5 minutes
Tell pupils they are going to help you do a card sort activity (Handout 1.1)
to decide which cards contain sentences and which are non-sentences.
Draw two columns, one headed sentence and the other not a sentence,
on a w hiteboard or flipchart, or place the headings on the table so that
a column can be formed under each. Use the punctuation cards to add
the full-stops.
As you discuss the decisions, place the card under the correct heading.
Ask pupils to think for 30 seconds, and then talk for 1 minute to their partners
about three features that they noticed about the sentences. Does this apply
to all of them? Look for the following features:
it has to mak e sense b y itself;
wo rd ord er mat ters;
pun ctu ation is im po rtant to he lp the re ader u nde rstan d w hat th e writ er
meant. Check p upils can name punctuation marks and are aware they
clarify meaning.
Model Time: 5 minutes
Tell the pupils that you have some pupils work you need to mark and that
you need to improve the sentences so they make sense to the reader.
Youthink Jo must have done it in a bit of a hurry and needs some advice
on sentences. Show the piece of text on OHT 1.1/Handout 1.2. Read
paragraph 1 aloud to pupils and model how you would mark the work
by annotating the text (see marked, annotated script on Hando ut 1.3).
As you mark the OHT, explain why you are making the changes.
Session 1 What is a sentence?
focus of sessionsession number
information on
materials n eeded
for each session
fast timing to
maintain the
pace of learning
demonstration or
modelling by
adult expert
building on
prior learning
specific, limited
objectives
key terms
explained
Sample session plan
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C row n co pyr ight 200 3 Sentences Session 1 3
Apply Time: 5 minutes
Distribute OHT 1.1/Handout 1.2. Pupils read the third paragraph individually
and correct the work o n their own. Then tell them to compare their changes
in pairs. What features did they mark and why?
Reread the whole text aloud and ask if the meaning is now clear to the reader.
Secure Time: 2 minutes
Take feedback from pupils on their marking. Discuss with them their
reasoning and ask them t o draw o n the important features to remember
about sentences, identified during the first part of session.
Challenge
Distribute six blank postcards to each pupil. Ask pupils to write three
sentences on their postcards, showing what they und erstand about
sentences. This could be used as a starter activity for the class/group
in an English lesson.
Try Time: 3 minutes
Read the second paragraph of OHT 1.1/ Handout 1.2 aloud and ask p upils
to tell you why it is hard to understand w hat Jo meant (responses may
include lack of punctuation, word order, missing words). Involve the pupils
in marking this part of the text. Ask some pupils to come forward to mark
sentence beginnings and ends, using p unctuation on the OHT, and to
explain their changes.
Session 1
scaffoldedapp lication of
learning
consolidation
of learning
detailed
guidance for the
person delivering
the session
space for
comment or
evaluation
supported first
attempt at
the activity
post-session
task designed
to help p upils
conso lidate and
transfer learning
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Punctuation cards
To be used as appropriate in each session.
It might be advisable to copy the cards and laminate them.
Crown cop yrigh t 2003 Sentences Introduction xix
. ? !
. ? !
, , ,
, , ,. . .
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Session plans
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7/30/2019 Literacy Progress Units: Sentences - Full Scheme
19/1162 Sentences Session 1 Cro wn co pyright 2003
Objectives
To review what we
mean by the term
sentence and the
ways in which
words are put
together to make
a sentence.
To identify some
common features
of a sentence.
Key term
Sentence: a unit of written
language that makes sense on its
ow n. In writing it begins with a
capital letter and ends w ith a full-stop,
exclamation m ark or question mark.
Resources
OHT 1.1/Handout 1.2
OHT 1.2/Handout 1.4
Handout 1.1 c ut up into strips
Tutor supp ort sheet 1.1
Full-stops from the
punctuation cards
Drawing pins, tape or
non-m arking adhesive
Blank postcards: enough for
six per pupil
Remember Time: 5 minutes
Tell pup ils they are going to help you d o a card sort ac tivity (Handout 1.1)
to decide which cards contain sentences and which are non-sentences.
Draw two columns, one headed sentence and the other not a sentence,
on a wh iteboard or flipchart, or place the headings on the table so that
a column can be formed under each. Use the punctuation cards to add
the full-stops.
As you d iscuss the decisions, place the card und er the correct heading.
Ask pupils to think for 30 seconds, and then talk for 1 m inute to their partners
abou t three features that they noticed about the sentences. Does this applyto all of them? Loo k for the following features:
it has to m ake sense by itself;
word o rder m atters;
punctuat ion is important to help the reader und ers tand what the w riter
meant. Check pupils can name punct uation m arks and are aware they
clarify m eaning.
Model Time: 5 minutes
Tell the pup ils that you have som e pup ils w ork you need to mark and that
you need to improve the sentences so they make sense to the reader.You think Jo m ust have done it in a bit of a hurry and needs some ad vice
on sentences. Show the piece of text on OHT 1.1/H andout 1.2. Read
paragraph 1 aloud to p upils and m odel how you w ould mark the work
by annotating the text (see marked, annotated sc ript o n Tutor suppo rt
sheet 1.1).
As you mark the OHT, explain why you are mak ing the changes.
Session 1 What is a sentence?
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Apply Time: 5 minutes
Distribute OH T 1.1/Handout 1.2 . Pupils read the third paragraph individually
and co rrect the w ork on their own. Then tell them to c omp are their changes
in pairs. What features did they mark and w hy?
Reread the whole text aloud and ask if the m eaning is now clear to the reader.
Secure Time: 2 minutes
Take feedback from p upils on their marking. Discuss w ith them their
reasoning and ask them to d raw on the imp ortant features to remember
abou t sentences, identified during the first part of session.
Challenge
Distribute six blank pos tcards to each pupil. Ask pupils to write threesentences on their postc ards, showing what they understand about
sentences. This could be used as a starter activity for the class/group
in an English lesson.
Try Time: 3 minutes
Read the second paragraph of OHT 1.1/Hando ut 1.2 aloud and ask pup ils
to tell you w hy it is hard to understand w hat Jo m eant (responses may
include lack of punc tuation, w ord order, missing words). Involve the pup ils
in marking this part of the text. Ask some pup ils to com e forward to m ark
sentence beginnings and ends, using punct uation on the OHT, and to
explain their changes.
Session 1
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Jos homework
We pushed open the door there was nothingbut darkness we see. Then something movedsomething slithery and rustled about what wasit rat Arif hung back scared but I wanted to seewhat was in there
my eyes were getting used to the darkness nowI door kicked the open further. piles of old papers.On the floor they were brown and dried up lookingnothing very interesting Here I thought then thenoises started again louder this time witha chattering sort of sound.
I didnt like it nor did Arif who come in standingbehind me breathing in my ear I wished we a torchbut we didnt I pointed a small dark shape wasmoving down the wall like nothing I had ever seenbefore What was it was alive it
Cro wn co pyright 2003 Sentences Session 1 5
OHT 1.1Handout 1.2
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Jos homework (marked version)
We pushed open the door. There was nothingbut darkness. We could hardly see (or we couldsee nothing but darkness). Then something moved,something slithery, (and) something that rustledabout. What was it? A rat! Arif hung back scared,but I wanted to see what was in there.
My eyes were getting used to the darkness now.I kicked the door open further. Piles of old paperslay on the floor. They were brown and dried uplooking. Nothing very interesting here, I thought.Then the noises started again, louder this time,
with a chattering sort of sound.
I didnt like it, nor did Arif, who came in, standingbehind me, breathing in my ear. I wished we hada torch but we didnt. I pointed at a small darkshape that was moving down the wall like nothing
I had ever seen before. What was it? Was it alive?
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OHT 1.2Handout 1.4
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Sentences and non-sentences
Glaring us
He was angry
He the boys shouted at
The whiteboard pen
The door banged shutSwinging on its hinges
The blue classroom door
No one said anything
Silently, we left the room
We had no homework that day
Handout 1.1
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Jos homework (annotated version)
We pushed open the door.
There was nothing but
darkness. We could hardly
see. Then something moved,
something slithery and
something that rustled about.
What was it? A rat! Arif hung
back scared, but I wanted tosee what was in there.
My eyes were getting used to
the darkness now. I kicked the
door open further. Piles of old
papers lay on the floor. They
were brown and dried uplooking. Nothing very
interesting here, I thought.
Then the noises started again,
louder this time, with a
chattering sort of sound.
I didnt like it, nor did Arif, who
came in, standing behind me,breathing in my ear. I wished we
had a torch (but we didnt).
I pointed at a small dark shape
(that was) moving down the
wall like nothing I had ever
seen before. What was it?
Was it alive?
Cro wn co pyright 2003 Sentences Session 1 11
Tutor support sheet 1.1
Capital letter to start
sentence
Add in words to
make sense and
emp hasise repetition
to create suspense
Cap ital letter and
question mark
needed
Full-stop needed
Capital letter
Change word order
to m ake sense
Capital letter
Use past tense
Missing verb
Missing preposition
Ad d that wasor
leave out altogether
Full-stop at end of a
unit of meaning that
can stand alone
Add in extra words to
make it make sense
Add commas
Punctuation forexclamation: rats
are not liked
Add comma
Missing main verb
Cap ital letter not
required in middle
of sentence
Com mas to separate
out adverb p hrase
in comp lex sentence
and m ake it easier
to read
Full-stop
Punctuation needed
to mark two
questions to keepreader guessing
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Key terms
Statement: a sentence whose
purpose is to co nvey a fact or
piece of information.
Command: a sentence that g ives
com mands or instructions.
Exclamation: a sentence that
expresses emot ion or surprise.
Question: a sentence that asks
for information.
Resources
OHT 2.1
Handout 2.1 (cop ied onto card
and cut up): one set per pair
Handout 2 .2 grid: one per pair
Copies of sentences/
non-sentences from previous
lesson on display
Session 2 Statements, questions and commands
14 Sentences Session 2 Cro wn co pyright 2003
Objectives
To revise the
distinguishing
features of
a sentence.
To understand
how punctuation
affects meaning.
To identify the main
types of sentences
questions,
statements and
commands and to learn
how to punctuate
them correctly.
Remember Time: 3 minutes
Remind pupils of the sentences and non -sentenc es used in the previous
lesson. Ask pup ils to identify the three com mo n features that apply to
sentences. Write or unco ver the following on a flipc hart for display purposes:
it has to m ake sense by itself;
word o rder m atters;
punctuat ion is important to help the reader und ers tand what the
writer meant.
Model Time: 5 minutes
Explain that the m ain purpose of this session is to focus on how the
meaning of a written sentence can be changed by use of punctuation.
Display OHT 2.1. Say that the first sentenc e is a statement: it tells the
reader a fact and it needs a full-stop.
Say the second sentenc e as if you are surprised or angry and say this is
an exclamationand needs an exclamation mark.
Say the third one as a questionand say that this one needs a question mark.
Tell pup ils that the p unct uation here takes the place of the to ne of voice used.
Writers only have punc tuation to m ake sure the reader knows ho w things
were said in a text.
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Its not there.
Its not there!
Its not there?
OHT 2.1
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Questions, commands or statements?
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Handout 2.1
Stop doing that now! Ill mark your homework.
Is it all right to askeach other? Stand up!
Turn over the test paper! Dont start giggling!
I think you could begin
the next one.
What did you think
it meant?
Have you finished?You can work together
as a group.
Id like you to check
your answers.
Do you think you
did that well?
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Questions,comm
andsorstate
ments?
Purp
oseofsentence
Example
Ownexamples
State
ments
Ques
tions
Commands
Handout
2.2
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30/11624 Sentences Session 3 Cro wn co pyright 2003
Objectives
To understand a
simple sentence.
To understand
when to use a
simple sentence.
Key terms
Simple sentence: one with only
one main clause.
Verb: expresses an action or a state
of being.
Subject: the person or thing w ho
doesthe verb.
Types of sentences: command,
question, exclamation, statement.
Resources
OHT 3.1
Tutor supp ort sheet 3.1
Pupil sheet 3.1, one per pair
Pupil sheet 3.2, cop ied onto cards
and cut up
Whiteboards and pens
Remember Time: 2 minutes
Ask the pup ils in pairs to discuss what they remem ber about sent ences, i.e.
they need to contain a verb; there are different kinds of sentenc es (questions,
exclamations, statements, com mands); they need p unctuation, a capital
letter and a full-stop , question mark or exclamat ion mark.
Model Time: 3 minutes
Explain that yo u w ill be looking at simple sentences only.
Show OHT 3.1. On the first sentence underline the verb and explain that this
is a vitalpart of the sentence as t he whole sentence depends on it for sense.
Then underline the subjectof the sentence and explain that this is the personor thing that is carrying out the action suggested by the verb. Do the same
for the other two sentences. Point out the punctuation used.
Explain that these sentences are from a reading schem e for young c hildren
and ask w hy simple sentences have been used.
Session 3 Simple sentences
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Session 3
Cro wn co pyright 2003 Sentences Session 3 25
Challenge
Ask pup ils to cut out examples of simplesentences from newspapers,
mag azines, leaflets, etc. and bring them in to form a w all display.
Secure Time: 5 minutes
Explain that simp le sentences are not always short. Write the follow ing
sentence on the board: The great, green monster slithered sm ooth ly back
into its gloom y cave.
Ask the c lass to identify the subject and verb and to und erline them. Say that
it is not a short sentenc e, phrases have been added to give more information,
but there is still only one verb, slithered, with the subject, The great, green
monster, so it is a simp le sentence.
Next, ask p airs to w rite a simple sentence to c ontinue the story on their
wh iteboards. Then ask them to sw ap their sentences with another pair,
who must underline the subject and verb and check punc tuation. Ask the pupils to read out t heir sentences and say which is the verb
and which is the subject.
Apply Time: 6 minutes
Pupils choose one card each from the Pupil sheet 3.2 and w rite three simp le
sentences, thinking about the specified audience and p urpose on t he card.
Take feedback and c orrect any misunderstandings. Check punctuation.
Try Time: 4 minutes
Give out Pupil sheet 3.1 and ask pup ils, in pairs, to underline the verbs
and subjects in each sentence.
Using Tutor supp ort sheet 3.1 as a guide, ask pup ils to decide w hat type
of text each one is and why the authors have used simple sentences.
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Simple sentences
Charlie runs throughthe wood.
Sarah is at the topof the hill.
The horse jumpsover the gate.
OHT 3.1
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Brush the pan with melted butter. Slice the apples into chunks.
Add the apples to the pan.
The monkey jumped from tree to tree. It flew though the air.
The monkey landed on a great big leaf.
I remember my first training session. It was really hard. The
coach pushed us to the edge. My fitness needed to improve.
Tutor support sheet 3.1
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Brush the pan with melted butter. Slice the apples into chunks.
Add the apples to the pan.
The monkey jumped from tree to tree. It flew through the air.
The monkey landed on a great big leaf.
I remember my first training session. It was really hard. The
coach pushed us to the edge. My fitness needed to improve.
Pupil sheet 3.1
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Write three simple sentences explaining
how to play a computer game.
Write three simple sentences for
a young childrens adventure story.
Write three simple sentences explaining
how to cross the road safely.
Write three simple sentences fora young childs reading book.
Write three simple sentences explaining
how to make toast.
Write three simple sentences for
a spooky story aimed at Year 3 pupils.
Cro wn co pyright 2003 Sentences Session 3 33
Pupil sheet 3.2
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Session 4
Cro wn co pyright 2003 Sentences Session 4 37
Challenge
Give out the p acks of sentences and c onjunction cards. Ask p upils to test
a family mem ber or a friend, asking them to add c onjunction cards and their
own simple sentences to make com pound sentences.
Apply Time: 7 minutes
Explain that w riters use different types of sentence accord ing to what they
want to tell the reader and ho w they want to tell them. This variation in style
also makes it more interesting fo r the reader.
Explain that pup ils are now going to co mbine simple sentences into
com pound sentences to join pieces of information and to m ake the passage
mo re interesting.
Using Pup il sheet 4.2, ask p airs to m ake five comp ound sentences by using
and, oror butat least onc e each.
Take feedback and ask pup ils to explain which sentenc es they com bined
and w hy.
Try Time: 4 minutes
Using Pupil sheet 4.1, ask p airs to m ake a com pound sentence by adding
a conjunction and a second simple sentence to each example.
Take feedbac k, highlighting the elements o f each simp le sentence (subject,
verb, punctuation).
Secure Time: 4 minutes
Using Pupil sheet 4.3 (and Tutor sup port sheet 4.1), ask pairs to indicate
with a tick whether the sentences are simple or comp ound, and to underline
the subjects and verbs in each one. Take feedback, ensuring any misconc eptions are cleared.
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Frankie supports
Manchester United.
I do my homework.
I go to Spain.
OHT 4.1
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Challenge (conjunction cards)
Cro wn co pyright 2003 Sentences Session 4 45
Pupil sheet 4.2
and
or
but
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43/11650 Sentences Session 5 Cro wn co pyright 2003
Objectives
To consolidate
understanding of
complex sentences
by identifying the
main clause, the
subordinate clause,
the main verb and
the subdividing
connective.
To understand that
subordinate clauses
can be moved.
Key terms
Complex sentence: sentence with
a main clause and at least one
subordinate clause.
Main clause: makes sense on its own
and can form a c omp lete sentence.
Subordinate clause: does not make
sense on its own and d epends on
the main clause for its m eaning.
Verb: expresses an action or a state
of being.
Resources
Handout 5.1, cop ied onto card
and cut up
Com ma and full-stop c ards
(issued at the beginning of t he unit)
Remember Time: 3 minutes
Write up two simple sentences:
e.g . She ran. Her heart p ounded.
Give pupils 2 minutes to jot dow n on their whiteboards w hat they remem ber
about simple sentences. Responses should include:
they have a verb;
they have a subjec t: someone o r something w ho /that does, isor has;
they m ake sense by themselves;
they start w ith a cap ital letter and end w ith a full-s top.
Model Time: 5 minutes
Explain that w e can make this sentence mo re interesting or precise,
or make clearer the links between what is happening, by creating
a complex sentence.
e.g . Her heart po unded as she ran.
Identify the main c lause by und erlining it (her heart p ounded) and explain
that this makes sense by itself and so is the main clause. It could be a simple
sentence b ecause it has a verb: pounded, and her heartdid the pounding
so is the subject.
Identify the subo rdinate clause by underlining it in a d ifferent colour andexplain that as, in this case, introduc es the idea of when her heart was
pounding, i.e. as she ran.
Now put the subo rdinate clause first and exp lain that varying the w ay
sentences are construc ted m akes the writing more interesting and fluent
As she ran, her heart p ounded.
Point out to p upils that a co mm a is used for separation w hen the subordinate
clause com es first. Explain that there is no com ma when the m ain clause
com es first, as in the first examp le: Her heart pounded as she ran.
Point out that the main clause remains the same: her heart po undedcan
stand b y itself. It doesnt m atter where it is placed in the sentence.
Explain that subordinate clauses often explain or add m ore informat ion
about where, when or how things happen or are done.
Session 5 Complex sentences
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Apply Time: 3 minutes
In the same pairs, ask pupils to rearrange their sentences, placing the
subo rdinate clauses in a different position to make a new sentenc e. State
that they should also adjust the punctuat ion acco rdingly. Next, ask the pairs
to tell the rest of the group how they have mo ved their subordinate clauses
and w hat changes they have made to the p unctuation as a consequence.
Secure Time: 4 minutes
Give pup ils one minute to think of a complex sentence. Next, allow 2 m inutes
for them to w rite it on their whiteboard and to identify (by anno tation) the
main clause and the subo rdinate clause. Finally, ask the pup ils to show their
annotated sentences to the rest of the group and c heck understanding.
Challenge
Ask pup ils to c ollect tw o examp les of com plex sentences that they have
used in their ow n w riting, and to bring them to the next session.
Try Time: 5 minutes
Use the cards of m ain and sub ordinate clauses, cut up from Handout 5 .1.
In pairs, ask pup ils to create sentences by matching a m ain clause to
a subordinate clause. Next, ask pupils to lay these on the table and to place
the com ma and full-stop cards app ropriately and to show where a capital
letter wo uld be needed.
Now ask each pair to read out one of their sentences, identifying the m ain
and sub ordinate clauses, and to explain how they punctuated their sentence.
Session 5
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Main clauses
Subordinate clauses
at the mouse
before it hit the tree
when she arrived
as he fell
as he scored
the bird dived
the car swerved
the dog barked
the men laughed
the crowd cheered
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Handout 5.1
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Apply Time: 3 minutes
Read the third p aragraph aloud to the pup ils and then distribute Hand out 6.1.
Next, ask p upils in pairs to annotate the final paragraph of the extract, as you
have done in the mo del sections. They should then think about w hy the w riter
uses com plex sentences and w hat type of extra information is added to the
main clause.
Secure Time: 4 minutes
Take feedback from pup ils, asking them how they identified the com plex
sentences. Also ask them to explain what further information is added to
a sentence in a subordinate clause and whythey believe the writer chose
to use them in this piece.
Challenge
Ask pupils to collect th ree complex sentences from a narrative text (that theyhave been reading in English, privately or from elsewhere), and to c opy them
out for the next session. State that they must be prepared to say why the
examp les are effective and necessary to t he narrative.
Session 6
Try Time: 4 minutes
Ask the pupils to help you to underline the subo rdinate clauses in the second
paragraph, and to identify the subordinating c onjunctions, stating what type
of extra informat ion is added. Highlight them, as they talk.
Tutor sup po rt sheet 6.1 is available to help, if needed.
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Identifying subordinate clauses(annotated version of OHT 6.1)
time/when
While she was listening to the strange noises, she could feel the
shadows thickening. The room seemed to be closing in on her
as if the walls were breathing. When she tried to push open the
door, it wouldnt budge. She was trapped in the darkness. Her
chest
manner/how time/when
tightened and her hands trembled. She suddenly became aware
of being alone.
The room was getting darker and the shadows were becoming
thicker until the light faded completely. Her breathing became
more
time/when time/when
erratic. She could not move, frozen in the darkness until she felt
the shadow approach. It touched her. Its evil was embracing her,
as if she was drowning. What could she do? Where could she
hide?
time/when manner/how
She spotted a glimmer of light as it was seeping through thedoor. As her fear rose, she became more determined. She
would escape from this evil situation. She would escape from
the evil before her strength gave out.
time/when
Note: Whenadds information about when something happened.
As ifmakes a comparison: it was like breathing walls; drowning.
Asadds information about when: things happening at the same time.
Beforeand untiladd information about time.
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Tutor support sheet 6.1
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Identifying subordinate clauses
Identify the complex sentences in the paragraph below.
You should highlight:
the subordinate clause;
the subordinating connective.
She spotted a glimmer of light as it was seeping through
the door. As her fear rose, she became more determined.
She would escape from this evil situation. She would
escape from the evil before her strength gave out.
Handout 6.1
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Writing subordinate clauses
Continuation of story
Teacher example
Trembling with fear, she crept to the door.
She crept to the door. The handle moved.The door opened.
She was free. Her heart pounded. She ran.
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OHT 7.1
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Complex sentence game instructions
Cro wn co pyright 2003 Sentences Session 7 71
Tutor support sheet 7.1
Move the
subordinate clause
Change the
subordinate clause
Make two
simple sentences
Change the
main clause
Change into
a compound sentence
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Writing subordinate clauses
Reread the extract below and then rewrite it in order to make it
more exciting for the reader. Try to include complex sentences
that give the reader further information.
Remember, complex sentences are often created by using
subordinating connectives such as: after, as, before, since,
until, when, where, while.
Continuation of story
She crept to the door. The handle moved.The door opened.
She was free. Her heart pounded. She ran.
Handout 7.1
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56/11676 Sentences Session 8 Cro wn co pyright 2003
Objectives
To understand
what an additional
connective is and
why they are so
important in writing
sentences.
To identify
connectives which
add information to
a sentence.
To use additional
connectivesappropriately.
Key terms
Connective: word that co nnects ideas
because it links clauses or sentences.
It can be a w ord like but, when,
because(conjunctions) or however,
then(connecting ad verbs).
Examples of additional connectives:
in addition, also, as w ell as,
furthermore, moreover.
Resources
OHT 8.1
Tutor supp ort sheets 8.1, 8.2
Pupil sheets 8.1, 8.2
Pupil whiteboards
Remember Time: 3 minutes
Remind p upils of the previous sessions on the different types of sentences:
simp le, comp ound and comp lex.
Next, ask pup ils to choose a sentence from their folder to read out, and to
identify the conjunction w ithin the sentence.
Model Time: 5 minutes
Introduce the term connective. Explain that conjunc tions are a subset
of connectives. You are going to use the w ord co nnective for those words
wh ich link ideas across sentences
Tell pup ils that this session w ill require them to look at exam ples
of connectives which add information to a text like in addition, also,
furthermore, moreover.
Underline the add itional connec tives as you read out the passage
on OHT 8.1 .
Tell pup ils their purpo se in the text. For exam ple, add itional connectives
are used to repeat a point or to add to a point.
Point out that the connectives in the text m ake links betw een or across
sentences, rather than joining clauses together w ithin a sentence.
Session 8 Using connectives to add information
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Session 8
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Try Time: 3 minutes
Write this simple sentence from Pupil sheet 8.1 on the board o r flipc hart:
The tons of ash and lava from volcanoes harden the earths surface.
Give out cards created from Pupil sheet 8.1.
Ask one p upil to stand at the front w ith the card containing the c lause
or sentence.
Give the remaining pup ils the cards w ith the connec tives which
add information.
Tell pup ils to dec ide where the connec tive can be placed w ithin the
sentence by physically mo ving them.
Take feedback and agree on the app ropriateness of the connec tive
and the posit ion.
Point out that a com ma follows the connective.
Apply Time: 6 minutes
In pairs or individually, pup ils now comp lete Pupil sheet 8.2, c hoosing from
the connectives at the bottom of the sheet.
Allow 5 m inutes for co mp letion.
Take feedbac k, highlighting alternative connect ives that m ight be used and
those w hich are clearly inapp ropriate. A com pleted version of Pupil sheet 8.2
is provided fo r reference (Tutor supp ort sheet 8.1).
Secure Time: 3 minutes
Play the W ho w ants to b e a millionaire? game w ith pupils.
Read out the statements on Tutor suppo rt sheet 8.2.
Pupils respond on their whiteboards with a choice of A, B, C or D for
the correct answer.
Challenge
Ask pup ils to find an interesting piece of text, which cont ains connectives,
either from newspapers or from a text b ook, and bring it to the next session.
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Scientists cannot stop volcanoes from erupting.Moreover, they cannot prevent people from living
near them and taking advantage of the fertile soilto grow their crops. As well as studying the causesof eruptions, scientists try and give future warningsto people so that they can be evacuated in time.
They study the movement in rocks beneath the
earths surface. Rising magma creates a seriesof tiny earthquakes, which can be used as earlywarnings. In addition, the volcanos shape canbe monitored. As the magma chamber fills up,it begins to swell or bulge, which also indicatesthat the volcano is erupting.
However, to a large extent volcanoes remaina mystery to science. Furthermore, predictingeruptions is still an uncertain and dangerousbusiness as seen in the eruption of Mount Unzenin Japan in June 1991.
OHT 8.1
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A volcanic eruption is awesome. A fiery cloud of rock and ash
bursts from the mountains. In addition/furthermore/moreover,
the heat is intense. The effects of the eruption can change thelandscape in minutes.
Moreover/in addition/furthermore, scientists cannot make
accurate predictions of how violent the eruption will be.
Note: any connective can be used in any position; pupils need to be able
to vary the connectives they use.
Draw attention to the comma rule: a comma follows a connective,as shown above.
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Tutor support sheet 8.1
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Moreover
Furthermore
In addition
The gases and steam helpto form the oceans.
The tons of ash and lava from
volcanoes harden the earths surface.
Pupil sheet 8.1
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A volcanic eruption is awesome. A fiery cloud of rock and ash
bursts from the mountains._____________, the heat is intense.
The effects of the eruption can change the landscape inminutes.
______________, scientists cannot make accurate predictions
of how violent the eruption will be.
In addition
Furthermore
Pupil sheet 8.2
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Session 9
Challenge
Pupils could w rite the additional connect ives in their journal and no te any text
in which they find examp les during the next w eeks lessons.
In English or drama lessons, pupils could explore further the use of add itional
connectives in formal and informal situations through dram a activities.
Secure Time: 3 minutes
On whiteboards, pupils write their own form al or informal sentence using
an additional connective.
Pupils show their wh iteboards to each other and exp lain their choices.
Apply Time: 6 minutes
Give out the cards from Pup il sheet 9.3.
Explain that they have two p ieces of dialogue, o ne using formal language
and one using informal language. Bot h p ieces of dialogue use the additional
connectives furthermoreand moreover.
Each pair reads out the tw o extracts and decides between them which
extract uses furthermoreand moreoverapp ropriately. They should be ab le
to hear whether the connectives sound right in the context or not.
Take feedback : the informal passage uses co nnectives which sound formal.
Each pair must then dec ide on more suitable add itional connec tives to use
in the informal dialogue.
Try Time: 4 minutes
Give out the cards from Pup il sheet 9.2.
Pairs underline c onnec tives they feel are unnecessary. Take b rief feedbac k,
clarifying any uncertainties
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Shakespeares plays were mainly performed in theopen. In addition, the audience would sit around
three sides of the stage. In addition, the poor wouldhave to stand in the pit. Additionally, having notoilets in Shakespeares time furthermore meantthat the pit was often smelly, particularly in hotweather. As well as this, moreover, some plays likeHamletwent on for over three hours! Furthermore,
if the audience did not like the play, they would getunruly and throw rotten fruit and vegetables at theactors, moreover.
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OHT 9.1
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Shakespeares plays were mainly performed in the open. The
audience would sit around three sides of the stage. The poor
would have to stand in the pit. Additionally, having no toiletsin Shakespeares time meant that the pit was often smelly,
particularly in hot weather. Some plays like Hamletwent on for
over three hours! Furthermore, if the audience did not like the
play, they would get unruly and throw rotten fruit and vegetables
at the actors.
Correct examples for Pupil sheet 9.2
Moreover, you can see Shakespeares plays
performed today on Elizabethan-style stages,
like The Globe in London.
One cannon shot set fire to one of Shakespeares theatres
and, in addition, burned it to the ground.
A cannon would be fired from the top of the theatre roof
to signal when the play was going to start.
As well as performing in the open, he used several theatres,
for example, The Rose and The Globe.
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Tutor support sheet 9.1
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Pupil sheet 9.1
Actors are very superstit ious people. Their greatestsuperstition is that Macbethis an unlucky play. Unless theyare acting it they never say a line from the play. Moreover,they use a different title.
In addition, people believe if they act in the play,they will fall under the curse of Macbeth.
As well as accidents happening on the stage,
actors have fallen ill and some have even died.
Actors, therefore, swear that it is true becauseit has happened to someone they know.
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Pupil sheet 9.3
Child: Oh mum, do we have to go and see Macbethon
Friday night? I was going to go to the disco. Furthermore,
Ive just spent six weeks studying it. Moreover, Ive handed
in my essay on him already.
Headteacher: We have organised a trip to the Globe Theatre
and we expect all Year 7 pupils to attend. This will help with
your studies of Shakespeare. Moreover, several of you will
be asked to audition for the school Christmas performance
of Macbeth. Furthermore, you will have to write an essayevaluating this performance.
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70/11610 4 Sentences Session 10 Cro wn co pyright 2003
Objectives
To understand what
a cause and effect
connective is.
To identify cause
and effect
connectives in
a sentence.
To use cause and
effect connectives
appropriately.
Key terms
Connective: word that connects
ideas because it links clauses or
sentences. It can be a word like but,
when, because(conjunctions)
or however, then(connecting
adverbs).
Cause: the reason something
happens or happened.
Effect: the result or a consequence
of something happening.
Explanation: an explanation
is written to explore how orwhy something happens.
Examples of cause and effect
connectives: because, therefore,
consequently, as a result, as,
in fact, so that.
Resources
OHT 10.1
Tutor supp ort sheet 10.1
Pupil sheet 10.1, copied
onto card and cut into strips,
and Pupil sheet 10.2
Pupil journals
Remember Time: 3 minutes
Remind p upils of the previous session on add itional connec tives and invite
individuals to say how they have used them since. Next, explain that you are going to play a short round of C onsequences.
You w ill begin the game b y giving them a sentence and then each p air will
add another sentence that follows on and uses an additional connective.
Begin by saying, We have com pleted nine sessions of the sentenc es unit,
therefore we kno w a lot about sentenc es. Then invite pairs to cons truct
subseq uent sentences to follow. Examples of what m ight be offered
could be:
As w ell as learning a lot about sentences, w e have been collecting
some from newspapers and books.
In addition to learning how to write better sentences, w e have had
some fun. Furthermore, w e have been learning how to judge other peop les writing.
As well as learning a lot abo ut sentenc es, we have learned how to w ork
well together.
Session 10 Cause and effect connectives
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Try Time: 2 minutes
Give out the cards from Pup il sheet 10.1 .
Using the cards, pupils as a group are to sequenc e the statements in
the correct order and they are to insert a connective of their choice in
the app ropriate place. Tell pup ils they can only use a connect ive once.
Apply Time: 7 minutes
Give out Pupil sheet 10.2 , which c ontains a short paragraph . Read it aloud .
In pairs, pup ils w rite the next paragraph o f three sentences, using at leastthree connectives to sho w cause and effect.
Secure Time: 3 minutes
Allow one or tw o pairs to read their paragraphs.
Pupils com ment o n spec ifically suitable or unsuitable choices.
Correct any misconceptions.
Model Time: 5 minutes
Introduce the cause and effect c onnectives and conjunctions: because,
therefore, consequently, as a result, as, in fact, so that. Conjunct ions are
in bold.
Explain that in this session they are going to try out a range of c onnec tives
and look at how effective they are in linking cause and effect.
Use OHT 10.1 to highlight cause and effect connec tives. Point out how
the connectives link clauses or sentences. Use Tutor supp ort sheet 10.1
for guidance.
Articulate the matching-up process, drawing attention to the clause or
phrase that signals cause and effect on Tutor sup port sheet 10.1. Exp lain
that som etimes the effect c an com e before the cause and vice versa.
Session 10
Challenge
Pupils can highlight the cause and effect co nnectives they have writtenin their different subjects, bringing an examp le to show the group t he
following week.
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Dear Diary,
My friends were all going to the school disco,consequently, I wanted to go too. I knew Mumwould object because Ive been out twice thisweek and you know what she is like. Therefore,I had to come up with a good reason to persuadeher to let me go. Guess what I came up with?
My science results! Since I had lied about my testresults, she didnt believe me. In fact, she evenwent as far as phoning the school. They then toldher that my maths wasnt as good either. As aresult, she has agreed with the teacher that I shoulddo more homework ugh!
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OHT 10.1
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School uniform should be abolished
it isnt comfortable enough to run around in
We should be allowed to wear jeans instead
they are hard-wearing
I like to play sports at break
my uniform is often messy by lunchtime
I often go home with holes in my clothes
my mum gets cross and says I shouldnt run
around in my uniform
Its so unfair!
Pupil sheet 10.1
Cro wn co pyright 2003 Sentences Session 10 111
because as a result
in fact consequently
as
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76/11611 6 Sentences Session 11 Cro wn co pyright 2003
Objectives
To understand how
to develop sentence
structure by using
appropriate
connectives.
To select
appropriate
additional
connectives for
different audiences
and purposes.
Key terms
Connective: word that connects
ideas because it links clauses or
sentences. It can be a word like but,
when, because(conjunctions)
or however, then(connecting
adverbs).
Cause: the reason something
happens or happened.
Effect: the result o r consequence
of something happening.
Explanation: an explanation
is written to explore how orwhy something happens.
Examples of cause and effect
connectives: because, therefore,
consequently, as a result, as,
in fact, so that.
Resources
OHT 11.1
Tutor supp ort sheet 11.1
Pupil sheet 11.1, cop ied ont o
card and cut up
Pupil sheet 11.2
Remember Time: 2 minutes
Remind p upils of the challenge set in the previous session, when they were
asked to c ollect sentenc es using cause and effect connec tives, and askthem to share some examp les.
Model Time: 5 minutes
Explain that w e use cause and effect connectives to give reasons.
Read through OHT 11 .1. Explain that this is a piece of pup ils w riting
which would be improved by adding cause and effect connectives.
Mo del adding app ropriate cause and effect co nnect ives into the first
paragraph. Exp lain the reasons for your choice of connective and why it is
in that position in the sentence. Use Tutor support sheet 11.1 for guidance.
Session 11 Using cause and effect connectives appropriately
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Apply Time: 5 minutes
Using the cause and effect sentenc e that pup ils created from the Try section
above (Pupil sheet 11.1 ), pairs then add another sentence of their own that
follow s on from the first one and also uses a cause and effect co nnect ive.For example: Marge has blue hair because she left the dye on too long.
As a result of this, her hair started to fall out.
Take feedback and chec k for sense and use of connectives.
Secure Time: 3 minutes
Give out Pupil sheet 11.2 .
Ask pup ils to suggest the m ost app ropriate connectives to co mp lete the
statements on the poster.
Challenge
Pupils are to find an examp le of a review from a magazine or newsp aper
and stick it in their journals. They are then to highlight the cause and
effect connectives.
Session 11
Try Time: 5 minutes
Give out cards c reated from Pupil sheet 11.1 (some statem ents are causes
and som e statements are effects).
Pupils have to m ove to find their partner, so they match the cause to
the effect.
Once they have found their partner, they have to decide up on the m ost
app ropriate cause and effect co nnect ive to link the statements together.
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Shrekis a really good film. The voice for Shrek is by Mike Myers.
The voice for the donkey is Eddie Murphy, the comedian.
As a result, the donkey is funny. It has a princess, a dragonand a handsome prince. In fact, it has everything you want.
Shrek, the main character, is upset because he is about
to be thrown out of his house. The princess gets captured.
Consequently, he tries to rescue the princess. It is great
to watch because the effects are good.
Note: Point out that becauseis a conjunction but still connects the two parts
of the sentence together.
The other connectives link across/between sentences.
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Tutor support sheet 11.1
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He nearly blew up the power plant
Homer left a nodding duck on the panel to do his work
He got in trouble with Principal Skinner
Bart skipped school one day
She once stayed up a tree to stop it being chopped down
Lisa wants to save the environment
He makes Homer mad with his praying
Flanders is religious
She left the dye on too long
Marge has blue hair
Pupil sheet 11.1
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82/11612 8 Sentences Session 12 Cro wn co pyright 2003
Objectives
To understand that
punctuation, in this
case full-stops,
relates to making
meaning.
To practise making
decisions about
placing full-stops
in text to clarify
meaning.
Key terms
Full-stops
Resources
OHT 12.1
OHT 12.2/ Pupil sheet 12.1
Tutor supp ort sheets 12.1,
12.2, 12.3
Remember Time: 3 minutes
Ask pupils to share the reviews they found for the previous
sessions challenge.
Remind pup ils that they have been learning about simple and com pound
sentences. Ask them to tell you how they would recognise the beginning
and the end of a sentence when they are reading.
They should respond w ith: sentences start with a capital letter and end w ith
a full-stop.
Now ask pup ils to tell you the other kinds of punc tuation w hich can be used
to indicate certain kinds of sentence.
Take feedback, ensuring that pup ils are secure abou t question m arks and
exclamation m arks which are exemp lified in session 2.
Model Time: 7 minutes
Explain that you are now go ing to show them a text that you have just written.
You have left out the full-stops, so you can talk about how you m ight decide
where to p lace them . You need to em phasise m eaning: punc tuation is used
for mo re than just identifying a pause.
Using OHT 12.1 , read the passage aloud so the p upils see it as a whole and
then read the first paragraph aloud again.
Work throug h the first paragraph, inserting the full-stop s, talking about the
decisions you have m ade about meaning.
Tutor support sheet 12.1 has a co mm entary to supp ort you. Two punctuated
versions are presented as Tutor suppo rt sheets 12.2 and 12.3 . You m ay end
up w ith a comb ination of both sheets. This does no t m atter. What m atters is
that m eaning is clear and that p upils are clear that this should be the c riteriathey use when judging their ow n writing.
Session 12 Full-stops
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It was a glorious day (you could put a full-stop here to start: with
a simple sentence that would emphasise the nature of the day)
when Aisha left the house (you could put a full-