Prefixes Suffixes Capitals

Plural & Capitals/ Subordination Prefixes Suffixes and Commas Determiners Possessive Full Stops Coordination ‘–s’

Present Question/ Fronted Modal Verbs Adjectives Exclamation and Past Conjunctions Adverbials Verbs Marks Tense

Commands Nouns & Verb Cohesive Formal and Adverbs & Prepositions Pronouns Inflections Devices Informal Statements

Continuous Perfect Passive & Colons & Verb Apostrophes Form of Form of Parenthesis Active Semi Prefixes Verbs Verbs Voice Colons

Synonyms Inverted Relative Noun Subjunctive & Elision Hyphens Commas Clauses Phrases Form Antonyms Prefixes

• Prefixes are a letter or group of letters that go Examples: at the beginning of a word il: illegal, illogical im: impossible • They are added to a root word: (e.g. ‘heat’ = in: inactive root) ir: irregular, irrelevant pre + heat dis: dislike, disagree • Prefixes can give a word an opposite meaning un: unnecessary re: readjust, rebuild un + happy = unhappy trans: transport • Root words do not change their spelling to pre: prepaid, preview allow for a prefix, so don’t add or remove letters auto: autograph/matic when you add a prefix.

Before 50 & 51

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• Suffixes are a letter or group of letters that go at Examples: (modification) the end of a word. happy + ness = happiness • Like prefixes, they always attach to a root word. care + er = carer active + ity = activity • Suffixes form nouns- ment, ness, er, ity rely + able = reliable • Suffixes form adjectives- less, ful, able, ible reverse + ible = reversible

• Suffixes form adverbs and verbs- ly, ise, ify, ily want (present) + ed = • Suffixes change the tense of a verb- ed, ing wanted (past) run (present) + ing = • Often, if the root word ends in ‘e’ or ‘y’ you drop running this off. If a root word ends in a consonant, you need to double it.

Amazing range of resources… https://en.islcollective.com/resources/search_result?Tags=suffixes

Before 52 & 53

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• This might seem really obvious but there are a Examples: lot of mistakes made on a daily basis, by adults He wanted to catch fish. as well as children when it comes to basic The lake was very big. sentence punctuation. • A capital letter is needed: at the beginning of a Darren and Mr Hunter sentence, for the name of a place, person or were good at football. thing (a proper noun), the word ‘I.’ They wanted to play for Barcelona in Spain. • Full stops are required to finish a sentence. They allow the reader time to stop, breathe and Cello lessons begin on think. Avoid using commas where full stops the 1st Tuesday in March. should go.

Before 30

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• Verbs are doing or action words Extra: • They tell you what a person or thing is doing or Verb tenses tell you being. It’s not always obvious, for example: when something happens, for example… I am an artist. I talked. (PAST) • Whoever is doing the verb is the subject. I talk. (PRESENT) I will talk. (FUTURE) The girl talks loudly. Not all ‘past’ add ‘–ed’ • Verbs change depending on who is doing them. go > went; eat > ate; take > took; do > did; have > I look confused. > It looks confused. had; see > saw; etc. She sells seashells. > They sell seashells. He tries the sandwiches. > We try the sandwiches.

Before 6 - 9

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• Adjectives describe a noun. You can use more than one. Adjectives can be placed before the noun or Examples: even at the end of a sentence. The handsome prince looked for the beautiful The worm is green. I found a green worm. princess. • Adjectives can be used to create a noun phrase: The frog was green and that is a phrase with a noun and any words that slimy. describe it. My house is more Alex hid from the ugly, strange creature. expensive than yours. • Adjectives can also be comparatives/superlatives: Vanilla is the least popular flavour ice- Comparative: the bike is newer, bigger, better, lighter cream. Superlative: the alien is the ugliest, laziest, worst • Compound Adjectives: ill-fated, two-seater, free- range (these adjectives contain a hyphen)

Before 10 & 11

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Question Marks ??? Exclamation Rules: • Show where the end of a question is  Use for strong commands, for • Most questions begin with a question word someone shouting such as ‘where’ or ‘why’ but not all have to. and for anger and Do you know where the staffroom is? surprise . Do not use in formal Some sentences tell you about a question but writing. Never use don’t actually ask one. with a full stop, and Aaron asked me where the staffroom is. never use more than one at a time. Exclamation Marks !!! • The exclamation replaces a full stop and shows

a really strong feeling. Stop it! It was fun! http://www.worksheetplace.com/

Before 31 & 32

Developed by www.keystage2literacy.co.uk Nouns & Pronouns

Nouns Pronouns Examples of pronouns: Show belonging: mine, Nouns are naming words Pronouns replace a yours, his, hers, ours, Common nouns = things noun. theirs table, mud, mountain I, you, he, she, it, we, ‘They’re mine.’ Proper nouns = names they (Possessive pronoun) February, Brazil, Robert me, you, him, her, it, ‘Omar found his scooter.’ Collective nouns = groups us, them Refer back: which, were, flock, herd, crowd, herd They built a go-kart. when, who, what Concrete nouns = touch I hit the zombie. ‘I didn’t like the runner apple, computer, chair The cream is for her. who won the race.’ Abstract nouns = ideas The zombie chased love, fear, friendship me.

Before 1 - 4

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• Apostrophes have two uses: Contraction: I am > I’m, Contraction and Omission – a new word by joining we are > we’re; do not > two together; you replace missing letters with an don’t; who is > who’s; I apostrophe have > I’ve Belonging (s.): Ava’s I do not know where we are going today. desk; Kezia’s water bottle I don’t know where we’re going today. Belonging (pl.): girls’ netball match; ladies’ Contraction is also known as ‘contracted form.’ dresses Belonging – to show possession, we add ‘s’ It’s = it is / it has Its = we found its house If something belongs to one person: Doug’s book If something belongs to a group: patients’ medicine (These are known as plural possessive nouns)

Before 33 - 35

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Commas go between items in a list Examples: Chris bought a cat, a dog, a rabbit, and a frog. In a list, the commas go where you might have Commas join two points (before adding a used ‘and’ before. connective) I like football. I’m not very good at it.  Remember that a I like football, but I’m not very good at it. sentence still has to make sense if we take away the extra information: Commas separate clauses (after subordinate clause) Tammy’s homework got Even though it was hot, we played outside. top marks.

Commas help to add extra information Tammy’s homework, which is neat, got top marks.

Before 38 - 40

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• Adverbs describe verbs and adjectives. Different Types of Adverb • Adverbs tell you how or when an action was -ly adverbs after a verb: done. Adverbs tend to end with –ly. stood quietly, waited patiently The stars shone brightly. To describe an adjective: Yanis ran as quickly as he could. very, quite, extremely, really, nearly ‘as quickly as he could’ = adverbial phrase Before a verb: Amber’s shirt was really clean. secretly followed him Not all words ending in • Adverbs can go before or after a verb. -ly are adverbs! The fish swam along happily. Adverbs can also show how likely something is to happen: Perhaps the game will finish goalless.

Before 12 & 13

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• Verb tenses tell you when something happens. • In past tense, we often add –ed (NOT always) Remember: walk > walked; shout > shouted; shop > shopped The verb needs to agree • In future tense, you can add ‘will’ before the with the subject. verb The dog eat my homework > the dog ate I talked. I talk. I will talk. You is doing the washing (Past) (Present) (Future) up tonight > you are • You can also the use the verb ‘to be’ We are flying to Mars. (Present Progressive) We were flying to Mars. (Past Progressive)

Before 7 & 53

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Coordination Subordination Examples: The dog ate Marvin’s Coordination gives equal Subordination gives less favourite tie and the cat attention to two items. attention to one idea so rubbed white hair on Both parts of the sentence that the other has Marvin’s black suit. could stand alone. Main emphasis. Marvin was late to the Clause + Main Clause Use subordinate interview because he Use coordinating conjunctions, such as tried to clean his suit. conjunctions: for, and, nor, because, even though, and Even though Marvin was but, or, yet, and so. when. incredibly nervous, he (FANBOYS) still got the job. Subordinate conjunctions can be used at the beginning of a sentence.

Before 20 & 21

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• Commands give instructions or orders. They tell you what to do e.g. ‘don’t run!’ or ‘please go!’ Last Thoughts… Use an exclamation mark • Commands always have a verb that gives an order at the end of a command such as ‘look behind you,’ ‘turn around’ or ‘put the cake in the oven.’ if it is strong or urgent. • Sometimes a question can be turned into a Statements can be command: ‘Can you make the dinner?’  ‘Make rearranged to make the dinner!’ questions: ‘The children • Statements usually give information and tell you are hungry.’  ‘Are the something. children hungry?’ • Often, the subject comes first, followed by the verb and the object e.g. ‘Chris likes Jaffa Cakes.’ • Statements can be made more complicated by describing the subject and the verb.

Before 18 & 19

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Past Present Future Examples: Continuous Continuous Continuous He is baking a cake. I was am will They were baking a cake. You were are will You will be baking a cake. We were are will The continuous form of They were are will the verb shows that He was is will something is happening She was is will over a period of time. It was Is will Note: Present Continuous is also known as Present • The continuous form is also known as Present Participle! Progressive. It means that it is happening now. • Past progressive means that the action was happening in the past. Future means that it will.

Before N/A

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These are very specific: • Determiners are small words that go before nouns. the- The girl over there doesn’t look very well. • Articles can be definite (specific): the; or indefinite some- I bought some cheese (general): a, an from the store. These are very general: a- A girl came knocking on the front door. an- An elephant ate the bananas. this- I’d like to buy this car please. those- Those shoes are perfect for the weekend.

Before 5

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• Conjunctions join words or phrases together. Examples: They also join clauses in a sentence e.g. Coordinating: for, and, ‘It looked slimy, so I didn’t touch it.’ nor, but, or, yet, so (FANBOYS) (Compound: Main Clause + Main Clause) Subordinating: although, ‘I stared silently, because it was singing.’ until, if, while, because, since, before, after (Complex: Main Clause + Subordinate Clause) Correlative: both/and, ‘Every day, the lion grew hungrier and hungrier.’ either/or, neither/nor, whether/or, not only/but (Adverbial Phrase: Adverb Conj. + Main Clause) also • There are a number of types of conjunction: Coordinating conjunctions, subordinating conjunctions, correlative conjunctions

Before 22 & 23

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Prepositions tell you where Prepositions tell you when Examples: in, on, at, to, into, of, from, for, by, Under, over, at, on, in, through, While, during, until, since, in, into before, after before, after, until, than, I stuffed the sweets into my I fell asleep during the football over, under, above, pocket. match. below, between, among, He jumped over the moon. The soldiers marched until night fall. up, down, inside, outside, behind, in front, Prepositions are often followed by Prepositions can follow a noun prepositions since, until, during, against, about, around, The cat hid under the table. Prepositions can show how a The word ‘under’ is followed by pronoun is related to something round, like, unlike, the ‘table’ else. except, with, without etc The knight rode on the white The house is behind you. horse. The word ‘behind’ is followed by The word ‘on’ is followed by a the pronoun ‘you.’ noun phrase. Nikki left after them.

Before 14 & 15

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Past Present Future Perfect Perfect Perfect Examples: I have completed the I had have will have question that was set. You had have will have He has yet to complete We had have will have his homework. They had have will have We had made a booking He had has will have with the restaurant She had has will have before we went. It had has will have She will have finished • The Present Perfect form is used to describe: her work by break time. past events, recent past events and unfinished states.

Before N/A

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Synonyms: mean the same thing. You need to have a wide enough vocabulary to be able to Examples: recognise or think of alternatives to every day or Modify this sentence common words. Reading widely can help you. using one of the • Ensure you check that the synonym you use still antonyms: makes sense in the sentence. ‘They thought Merlin was • In the example, ‘The film was really sad,’ synonyms for sad might include tragic or upset. an ordinary man.’ Which of these would be the best choice? unique, peculiar, Antonyms: means the opposite. Once again, make exceptional, unusual sure that the antonyms you choose still make sense in the context that they are being used. • Suffixes can help to make antonyms too: tune  tuneful and tuneless

Before 60 & 61

Developed by www.keystage2literacy.co.uk Inverted Commas

• Inverted commas are also known as speech or Remember: quotation marks. They are used for direct With direct speech, it is speech. important to place a • Direct speech is when the author/writer records comma before the exactly what is said in the moment by the inverted commas. character. Place any punctuation inside the last set of Mr Hunter said, “Pencils down, that is the end of the test.” inverted commas. Alan explained, “You’ll • Reported speech is when the author/writer need to learn all of this records what was said previously but it does not for the test.” have any inverted commas. Mr Hunter told the children to put their pencils down at the end of the test.

Before 37

Developed by www.keystage2literacy.co.uk Plural/Possessive ‘-s’

• For most plurals, we just add ‘s’ for example cat Examples: becomes cats and dog becomes dogs, but… (Do you notice the What happens with plurals that are possessive? difference? What is the • It is possible to have singular possessive meaning in each of (belonging to one person or thing) and plural these?) possessive (belonging to more than one person The animals were grazing or thing) nouns: in the field. Singular possessive: the girl’s coat The animals’ homes were destroyed. In this example, the coat belongs to one girl. The animal’s lost its Plural possessive: the girls’ coats home. In this example, the coats belong to more than one girl. Did you also notice where the apostrophe went?

Before 34 & 35

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• We used to call them ‘sentence openers’ or even Examples: subordinate clauses that come at the beginning. Whilst he was sleeping, • A fronted adverbial is an adverbial phrase placed Darren’s house was at the beginning of a sentence- it does not have to burgled. make sense on its own, therefore is not the main Having won the race, clause, it is a dependent clause. Zeffie collected her medal. In the sentence… As soon as he got home, Mario ate his pasta as quickly as he could. Rhys got changed and …the adverbial phrase can be moved to the front: played on his Xbox. As quickly as he could, Mario ate his pasta. Notice how a comma follows the fronted adverbial.

Before 12 & 23

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• Also known as Inflectional Endings: a group of Examples: letters added to the end of a word to change s: horse  horses their meaning. –s, -es, -ing, -ed es: watch  watches • The verb can change according to the spelling as ies: hurry  hurries well, such as ‘take’ becomes ‘taking’ by removing d: rate  rated ‘e’ first before adding ‘ing.’ ed: heed  heeded ied: worry  worried walk - walked – walking ing: know  knowing mix – mixes – mixed – mixing ing: slam  slamming ly: steep  steeply • Sometimes the consonant at the end of a word is ily: happy  happily doubled to allow for the inflectional ending: hop – hopping - hopped

Before N/A

Developed by www.keystage2literacy.co.uk Modal Verbs

• Modal verbs show how likely something is to happen. Examples: • This Shades Metre shows you how Can- I can speak English. likely something is to happen on a Could- She could go out. scale of importance: ‘dare’ being the May- It may rain today. most urgent or important and ‘shall’ Might- It might snow. being the least important. Must- You must sit down. • Should is a strong suggestion that Should- They should ask. you should do something, but still Will- He will ask her. leaves an element of choice. Would- He would like to. • Must is a very strong suggestion and you are likely to listen. • Shall is weak- you might not bother.

Before 8

Developed by www.keystage2literacy.co.uk Cohesive Devices

• Cohesive devices are useful conjunctions, Examples: cohesive transitional phrases, synonyms and pronouns devices act like that express ideas in a cohesive manner. conjunctions and can be • They are used to join sentences together to placed at the beginning make ideas more understandable to the reader. or middle of a sentence. Remember: pronouns are • Cohesive devices or cohesion use linking words useful cohesive devices or phrases for a vast range of reasons: as they prevent us from • To list (first, second, next, to begin), for repeating someone’s reinforcement (also, furthermore, in addition), name. The ellipsis … is similarity (equally, likewise), transition to a new also a cohesive device. point (as for…, now, turning to), summary (in conclusion, therefore), to give an example (for instance, in this case), and so on…

Before N/A

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• Verb prefixes are simply that… verbs with a prefix at the beginning of them. The prefixes often change the meaning of the verb, for Examples: example: Prefixes have meanings- un-/dis-: opposite of patient  impatient re-: again like  dislike in-/im-/ir-/il-/non: not en-: cause to lock  unlock under-: too little appear  disappear in-/im-: (in or into) write  rewrite • Remember that we are looking for prefixes for verbs (doing words) rather than just any word e.g. legal  illegal (these are adjectives)

Before N/A

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• Parenthesis is just a big word for something else that you’ve been doing all along: brackets! Examples: Zoe couldn’t find her • Brackets or parenthesis are used to separate friends (they were in the extra information. Sometimes you can use bathroom). commas to do this as well- as you would when Charlie (a schoolboy) you place a subordinate clauses in a sentence. often decided to cycle to • Remember that when you remove the brackets school. and the information between them, the rest of Abigail enjoyed running the sentence still makes sense. for her school (she won a lot of medals). • The information in the brackets doesn’t have to be a complete sentence. E.g. The farmer (who lived in Devon) frantically searched his fields for his sheep.

Before 41

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• A relative clause is a type of subordinate clause. Examples: It gives extra information to the main clause. I normally eat the • Remember that the main clause is a strong, sandwich which has the independent clause that makes sense on its most filling in. own. Beatrice was an annoying cat that scratched at the • The relative clause doesn’t have to make sense furniture all of the time. on its own (it is a dependent clause.) We became good friends • Relative clauses have their own relative with Arnold whose pronouns as well: who, which, whose, that lottery numbers had recently come up!

Bob was a truck driver who travelled many miles. Main clause + relative pronoun + relative clause

Before 21

Developed by www.keystage2literacy.co.uk Noun Phrases

• A noun phrase is a group of words which includes a noun and any words that describe it. Examples: It sounds a lot more complicated than it really is. You can add adjectives, Let’s have a look at some examples: prepositions or other nouns to expand a noun Hannah ran away from the hideous, frightening phrase. monster. • The noun phrase contains the monster and the Hannah ran away from words that describe it: hideous and frightening. the hideous, frightening monster with green Roaring loudly, the lion frightened the small, eyes. scared children. • The noun phrase contains the children and the words that describe it: small and scared.

Before 10

Developed by www.keystage2literacy.co.uk Subjunctive Form

• Subjunctive form might be used in a formal text. Examples: When a sentence is talking about something It is important that we important or urgent, it would use the are quiet.  It is subjunctive form. essential that we be quiet.  She must make sure she buys a cat. Video: Listen to the songs It is essential that she buy a cat. in the video: If I was… • The subjunctive form might also be used if you If I were… are talking about a situation that isn’t real: Which are subjunctive If I was a good waiter, I’d never drop anything.  and which are not? If I were a good waiter, I would never drop anything.

Before 27

Developed by www.keystage2literacy.co.uk Formal and Informal

• In different text types or genres you may be able You’ll know ‘im when you to spot the difference between formal and see ‘im! informal language being used by the author. I’m sure you aint got • Formal writing uses more complicated words (as nothing to worry about. well as the Subjunctive Form which we learnt I’m not bothered, are about in the previous unit) you? • Informal writing sometimes uses question tags I’d rather be watching the as well as contractions such as ‘didn’t and won’t’ races instead of the football. She’ll be asking you to Formal: I asked for the salad  I requested the salad. tea later on today. Informal: You’re coming later, aren’t you? Contractions Question Tags

Before 27

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• It is important that you know the difference Examples: between the two of these. In Passive, you don’t • Active Voice tells you that the subject of the always need to say who sentence (the WHO) is doing an action to an does the action. object. The cake mixture was poured. (Here, the object Alexis jumped over the hurdle. is BEFORE the verb.) Subject + verb + preposition + object Jim poured the cake mixture. (In Active, you • In this sentence it is clear that Alexis is doing need a subject. The something. The subject is Active. object is AFTER the verb.) • Passive Voice tells you that something (the WHAT) is being done to the subject. The hurdle was jumped over by Alexis.

Before 9

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Colons Semi-Colons The mouse was playing: Can introduce a list Break up lists (of longer the cat was asleep. To make a cake, you will phrases or clauses) Here it seems as though need: 2 eggs, etc. When I go camping we will the mouse was playing Only use a colon if it follows be building a campfire; because the cat was a main clause. putting up our tents in the asleep. Go before bullet points dark; cooking yummy The mouse was playing; Today’s meeting agenda: marshmallows, and fishing the cat was asleep. • Volunteers for the fair by the lake. Here we just have two • Stall holders etc. Break up clauses statements of equal Introduce explanations: Sally was ready for bed; importance. Main Idea + More Detail Aaron wanted to keep I’d like to buy an ice-cream: playing. (Both sides are probably strawberry flavour. equally important)

Before 42 - 45

Developed by www.keystage2literacy.co.uk Elision

• Elision is the omission of a sound or syllable when speaking. Examples: • Elision is the shortening of words. The letters that are often the first to go are the vowels. different  diff’rent Have a look at the examples below to see what tonight  t’night has happened to these. I didn’t bother waiting for him  lovely  lov’ly I din’t bother waitin’ for ‘im. kind of  kinda sort of  sorta interest  int’rest library  lib’ry

Before N/A

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• A hyphen… slightly different to the dash. Examples: • Dashes working in a similar way to brackets in Mary – an acrobat by that they are there to add extra information. night – set off to the • A pair of dashes are much like the brackets. The supermarket for some extra information goes between them. fruit. The girls – Jess and Charlotte – played outside. Mary nearly slipped as • A single dash can mark a pause in a sentence. It she looked down – there usually separates two main clauses. was a loud gasp from the Sofia was plunged into the water – Danielle clung audience below! on to the rocks above with all her might! • A hyphen can be used to join two words together such as: over-excited; middle-aged

Before 41

Developed by www.keystage2literacy.co.uk Prefixes Click to go back…