GRAMMAR and CREATIVITY

Year 3

Grammar makes you strong.

Jim Edmiston

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Grammar and Creativity

Author: Jim Edmiston Sub editor: Sarah Davies Design: Jim Edmiston • Geoff Covey

Published by: LCP, Hampton House, Longfield Road Leamington Spa, CV31 1XB Tel: 01926 886914 Fax: 01926 887136 Email: [email protected] Website: www.LCP.co.uk

Acknowledgments: The author would like to thank Peter Sumner, for his early enthusiasm for the approach taken in this series on grammar. Also, thanks to Rona Fineman for her encouragement and support, and for asking the right questions.

Design: Jim Edmiston • Geoff Covey Cover - © LCP 2013

Copies may be made for use in the purchasing institution only. Reproduction of or use of reproductions of any or all of the material in this pack in any institution other than the purchasing institution constitutes a copyright infringement.

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Almost there.

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CONTENTS

INTRODUCTION ...... 6

WORD

Poster – Let’s Have a Word ...... 7

Alphabet – to put words into alphabetical order...... 8

Dictionary – to understand that a dictionary gives the meaning of words...... 9

Word Families – to recognise members of a word family...... 10

Thesaurus – to use a thesaurus to find words with similar meanings...... 11

Thesaurus – to use a thesaurus to find words with similar meanings...... 12

Adjectives – to identify adjectives...... 13

Adjectives – to experiment with adjectives...... 14

Adjectives Challenge – to experiment with adjectives...... 15

Determiners – to know when to use a and an...... 16

Prefixes – to understand what a prefix is and to recognise some common prefixes...... 17

Prefix Challenge – to understand what a prefix is and to recognise some common prefixes...... 18

Prefixes – to recognise some common prefixes...... 19

Prefix Challenge – to identify and use other prefixes...... 20

Suffixes – to identify and use the suffixes: ful and less...... 21

Suffix – ful Word Search...... 22

Suffixes – to identify and use the suffix: ly...... 23

Adverbs – to recognise and use adverbs...... 24

Adverbs Challenge – to recognise and use adverbs...... 25

NOTES ...... 26

SENTENCE

Poster – What is a Sentence? ...... 27

Capital Letters and Full Stops – to revise the correct use of capital letters and full stops...... 28

Capital Letters and Full Stops Challenge – to check for missing capital letters and full stops...... 29

Capital Letters and Full Stops Challenge – to check for missing capital letters and full stops...... 30

Types of Sentence – to compare different types of sentence...... 31

Punctuation Challenge – to punctuate sentences correctly...... 32

Subject and Object – to identify the subject and object of a simple sentence...... 33

Nouns – to recognise common and proper nouns...... 34

Nouns Challenge – to understand how to change singular nouns to plural...... 35

Pronouns – to recognise and use pronouns...... 36

Verbs – to identify the verbs in a sentence...... 37

Verbs Challenge – to identify the verbs in a sentence...... 38

Tense – to change the tense of verbs...... 39

Tense Challenge – to change the tense of verbs...... 40

Tense Challenge – to keep the same tense throughout a piece of writing...... 41

Tense Challenge – to change irregular verbs to the past tense...... 42

Verbal Agreement – to fit the verb to the subject...... 43

Prepositions – to recognise and use prepositions...... 44

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Preposition Challenge – to recognise and use prepositions...... 45

Word Class Game – to demonstrate what I remember about adjectives, nouns, verbs and adverbs...... 46

Conjunctions – to revise conjunctions: and, but, or, so...... 47

Conjunctions – to use stronger conjunctions: because, as, when, while...... 48

Conjunctions Challenge – to use stronger conjunctions: although, if...... 49

Conjunctions Challenge – to use stronger conjunctions: because, as, while, although, if, when...... 50

Time Connectives – to investigate stronger time connectives...... 51

Time Connectives Challenge – to replace then with stronger time connectives...... 52

What is a Clause? – explanation...... 53

Main Clauses – to identify the main clause in a sentence...... 54

Main Clause Challenge – to add a main clause to complete a sentence...... 55

Subordinate Clause Challenge – to make sentences more interesting by adding subordinate clauses. ... 56

Poster - Punctuating Makes Sense ...... 57

Commas – to use commas to separate items in a list...... 58

Commas – to use commas to add extra information to a sentence...... 59

Comma Challenge – to use a comma correctly...... 60

Apostrophe – to use an apostrophe when a letter is missing...... 61

Speech Marks – to use speech marks...... 62

Speech Marks Challenge – to use speech marks...... 63

NOTES ...... 64

TEXT

Poster – Put it in Writing ...... 65

Notes – to develop notes for a story with a familiar setting...... 66

Notes – to turn notes into sentences...... 67

Paragraphs – to organise sentences into paragraphs...... 68

Paragraphs Challenge – to organise my ideas into paragraphs...... 69

Dialogue – to use dialogue in order to grab the reader’s attention...... 70

Repetition – to avoid repetition in adventure stories...... 71

Synonyms – to improve my writing by choosing better synonyms...... 72

Synonyms Challenge – to improve my writing by choosing better synonyms...... 73

Performance Poetry – to rearrange word order to maintain the rhythm of a performance poem...... 74

Shape Poems – to use powerful images to create a shape poem...... 75

Shape Poems – to use powerful images to create a shape poem...... 76

Information Texts – to organise facts clearly to help the reader...... 77

Instructions – to use imperative verbs when writing instructions...... 79

NOTES ...... 80

TERMINOLOGY ...... 82

ANSWERS ...... 83

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INTRODUCTION

Grammar and Creativity for Year 3

Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination.

Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense.

This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules.

Organisation

This guide is organised in an incremental way, earlier tasks acting as the foundation for later ones. Step by step, each exercise follows on from previous or earlier work. In this way, both the child and their teacher will develop a sense of the progress being made. At any particular age, of course, children will be working at different levels and may need either more fundamental or more challenging work set for them.

Where a lesson objective is presented as My aim, the child is introduced to a topic. Here a range of different outcomes should be expected with support (or scaffolding) being a necessary part of the learning process. An extension task is described as a Challenge. This assumes some understanding on the part of the child, with accompanying higher expectations.

The guide comprises three main sections: word, sentence (including punctuation) and text. Each section has an introductory page which can be enlarged to create an explanatory poster for display purposes. At the end, there is a glossary explaining the terminology used in this book, as well as an answer section. Teachers are encouraged to actively use the appropriate terms for the year group being taught. Sharing the language of grammar is the essence of detailed conversations with the child about his or her work.

Assessment

As well as space for a comment – the Suggestion Box – on every page by the teacher or work partner on almost every page, self-assessment and reflection by the child is encouraged. The picture of the target at the foot of the page is there to be used by the child to record their own feelings of how much they have understood, or how well they have achieved the aim of the exercise. The child could apply their own method here: perhaps colouring in one of the target areas or drawing an arrow pointing to the appropriate one. Occasionally, to encourage a child to take responsibility for their own learning, they are asked to Test yourself. Pages are also available for teachers to make their own notes.

Jim Edmiston

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LET’S HAVE A WORD

Um... Mum’s A word in … the word. your ear.

Words of Wisdom

Spread the Word

determiners

adjectives pronouns

nouns verbs adverbs

conjunctions prepositions

im + patient + ly

Try not to eat Always try to keep your word. What’s the your words. magic word?

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Name:______Date:______

My aim: to put words into alphabetical order.

Know your alphabet: Tip aA bB cC dD eE fF gG hH iI jJ kK lL mM nN oO pP qQ rR sS tT uU vV wW xX yY zZ

Check the first letters of these words to put them into alphabetical order:

ship carrot mustard acrobat pepper kitchen bicycle table dynamite

……………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………….………………………………………………………………………………………….....

When the first letters of the words are the same, you need to check the

second or third letter. Here is a sample list of words in order: Tip

band bean bird biscuit blend blowing brass bread brought

Now can you put these words into alphabetical order?

cook crow cowboy chestnut custard crumb clown coconut climber

…………………………………………………………………………………………………………………………………………………………………………………………………….

W ork with a partner . Have a race. See who can find these words in the dictionary first: sometimes chicken toast alligator pretend measurement winter mystery adventure bungle excite gigantic dangerous island

Did I hit my target?

Suggestion Box

Check your aim

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Name:______Date:______

My aim: to understand that a dictionary gives the meaning of words.

Use your dictionary to find the meaning of these words. The first two have been done for you. When you’ve finished, look up three of your own words.

Word Meaning

emotion any strong feeling, such as joy, sorrow or fear

listen to concentrate on hearing something

ancient

monster

beginner

incorrect

impossible

Make your own glossary! This is like a mini-dictionary with a page for each letter of the alphabet. Then you can use the best words in your own writing.

Find some of your own in your reading book or use some of these to start you off: mysterious frantically experience adventurous scientific surprising risky escaped secretive friendship memorable special thrilling comfortable

Did I hit my target? Suggestion Box

Check your aim

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Name:______Date:______

My aim: to recognise members of a word family.

Start with a root word. Members of a word family are related to each

other. They have a similar meaning. For example: Tip Addition is related to add but not to paddle or saddle.

Batting is related to bat but not to battle, battery or debate.

Find some other members of the word family. Perhaps you can think of them yourself. If not, use a dictionary. One has been done for you.

Root Word Members of the Word Family

life lifeless lifeguard lifestyle live lives living lived lively livelihood

act

play

pass

Circle the odd one out. Which word is not a member of the word family?

1. family – families famous familiar unfamiliar familiarity

2. run – running ran runner-up ruin runway

3. sense – sensible sensitive sentry sensational senseless

4. phone – phoney telephone microphone xylophone headphone

5. take – caretaker stake takings takeaway taken

6. sing – singing singer single song singsong

7. heat – heater heating pre-heat heather heated

Did I hit

my target? Suggestion Box

Check your aim

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Name:______Date:______

My aim: to use a thesaurus to find words with similar meanings.

Knowing the alphabet is handy when using a thesaurus.

Tip Think about the meanings of similar words. Sad, miserable, heart-broken, upset, unhappy, tearful have similar meanings but they vary a little.

SYNONYMS = words with similar meanings

Use a thesaurus to add more exciting versions of these words. Look at the examples given.

Word Synonyms

good excellent well-behaved skilful unbeatable delicious dazzling

big huge

walk stroll

talk whisper

scared terrified

When you’re searching a thesaurus for a better word, make sure you choose one that makes sense. Rewrite these sentences, choosing better words from the thesaurus.

1. My grandmother’s cakes are always well-behaved.

2. The footballer’s penalty kick was delicious.

3. I had to whisper to my grandpa because he has trouble hearing.

4. Because I was late, I thought I’d better stroll for the bus.

Did I hit Suggestion Box my target?

Check your aim

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Name:______Date:______

Challenge: to use a thesaurus to find words with similar meanings.

Think about the meanings of similar words. These trousers are a bit big. You could change this to: Tip These trousers are a bit baggy.

You would be exaggerating, however, if you wrote: These trousers are a bit colossal.

Circle a replacement for the word in bold in each sentence. Maybe more than one will fit.

1. The detective looked at the crime scene. glanced at examined inspected glimpsed

2. The footballer was happy to score a goal. relieved satisfied lucky overjoyed

3. The cat went up the tree after the bird. clambered climbed trotted travelled

4. I felt cross when our netball team lost. outraged amused annoyed hopeless

5. Germs are so small you can’t see them. minute unimportant slender microscopic

Choose your favourite words from the list above and include them in interesting sentences.

1. ……………………………………………………………………………………………………………………………………………………………………………………………..……..

………………………………………………………………………………………………………………………………………………………………………………………………..…..

2. …………………………………………………………………………………………………………………………………………………………………………………………………....

…………………………………………………………………………………………………………………………………………………………………………………………….……...

3. ……………………………………………………………………………………………………………………………………………………………………………………………..……..

…………………………………………………………………………………………………………………………………………………………………………………………….……….

4. …………………………………………………………………………………………………………………………………………………………………………………………….………

5. …………………………………………………………………………………………………………………………………………………………………………………………….………

…………………………………………………………………………………………………………………………………………………………………………………………….…….…

Suggestion Box Did I hit my target?

Check your aim

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Name:______Date:______

My aim: to identify adjectives.

An adjective is a describing word, for example: Tip The sea was stormy but the little boat sailed on. The word stormy is an adjective describing sea, and the word little is an adjective describing boat.

Read this story and underline the adjectives. They describe people, animals and things.

The Three Billy Goats Gruff In a green valley, there lived the Three Billy Goats Gruff. During the long days of summer, they liked

nothing better than to feel the warm sun on their faces and the gentle breeze in their curly beards.

Most of all, their favourite sport was to run in the swaying grass, and, of course, eat it. The smallest

billy goat was the fastest, because he was very fit. The biggest billy goat

was the oldest and slowest, but he was very strong. The middle-sized

billy goat was the tallest and the most curious. He was able to see

as far as the beautiful meadow on the other side of the rickety

bridge and wonder if the grass tasted sweeter there.

There are adjectives in this part of the story that compare the sizes of the Tip billy goats and how sweet the grass is. These are adjectives ending in: er and est.

Complete these comparisons: big bigger biggest short small longer tallest loudest

sweeter wild

Did I hit Suggestion Box my target?

Check your aim

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Name:______Date:______

My aim: to experiment with adjectives.

Too Many Adjectives!

Someone has gone adjective-mad! It’s good that they know so many adjectives, but they’ve cluttered up their sentences with too many of them. Rewrite the sentences, choosing only the best adjectives.

1. The enormous, huge, giant robot fell off the windy, stormy, blustery clifftop.

......

2. Tom and Alina, buying yummy, scrummy, delicious ice cream, were scared and terrified.

…….……………………………………………………………………………………………………………………………………………………………………………………………….

3. Their parents were worried, anxious and concerned about their safety.

…..………………………………………………………………………………………………………………………………………………………………………………………………..

4. The noisy, clanking, ear-splitting rumble of the robot’s machinery grew louder as it got closer.

...……………………………………………………………………………………………………………………………………………………..…………………………………………..

5. Tom and Alina were speechless, silent and stunned as it approached the ice-cream van.

…..………………………………………………………………………………………………………………………………………………………….…………………………………….

6. It came to a sudden, unexpected and surprising stop and whispered, “A small cone, please?”

……..………………………………………………………………………………………………………………………………………………………………………………………………

7. Then a happy, contented, delighted smile appeared on its mechanical face.

…….……………………………………………………………………………………………………………………………………………………………………………………………..

Did I hit my target? Suggestion Box

Check your aim

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Name:______Date:______

Challenge: to experiment with adjectives.

Use your thesaurus to find adjectives to describe how the robot might be feeling.

......

…………………………………………………….. …………………………………………………….. ……………………………………………………..

………………………………………………….…. …………………………………….………………. ……………………………….…………………….

......

…………………………………………………….. …………………………………………………….. ……………………………………………………..

……………………………………………….……. ……………………………….……………………. …………………….……………………………….

TEST YOURSELF: Write down the opposite of what these adjectives mean. You might think of more than one word. (An opposite is also called an antonym.) Adjective Opposites (antonyms)

happy

noisy

delicious

enormous

speechless

stormy

scared

boring

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Name:______Date:______

My aim: to know when to use a and an.

a and an are determiners. Choosing the right one depends on the sound

of the first letter of the word that follows it. Does it begin with a Tip consonant sound (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z) or a vowel sound (a, e, i, o, u)?

Write a or an in front of these words:

____rubber ____pencil ____aeroplane ____elephant ____bungalow ____pig

____igloo ____boomerang ____pyramid ____lollipop ____octopus ____umbrella

REMEMBER! That’s It’s the sound of the first letter of the word that counts. true. I am The word unicorn begins with a vowel, but, when a you say it, the u sounds like the consonant y. unicorn. You do the same with letters that are used instead of the whole word, for example: BBC and FBI.

Rewrite these phrases, adding a or an in the gaps.

in half ___ hour

___ house of straw

this is ___ opportunity

___ once-in-a-lifetime opportunity

he is ___ RAF pilot

she is ___ MI5 spy

there’s ___ UFO

it’s ___ unidentified flying object

we have ___ united team

TEST YOURSELF: Can you correct the mistakes in this nonsense poem? Underline the mistakes and write your corrections above.

When a astronaut’s tune encircled the moon as full as a empty plate,

I spotted a owl who let out an howl as it danced on an hot ginger gate.

It hopped on one leg as it laid an new egg and sang a old song to the stars.

It played a ice banjo like Coco in Cairo, then hopped on an rocket to Mars.

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Name:______Date:______

My aim: to understand what a prefix is and to recognise some common prefixes.

When you add a prefix to the front of a word, it changes its meaning.

Tip All of these prefixes – un, in, im, dis, non – mean not. If you add un to the root word happy, you get unhappy which means not happy.

The wrong prefix has been added to these root words. Can you correct them? Wrong Correct unpossible intrust noncertain discorrect imtoxic

Look at each root word. Choose the right prefix, taking care to spell the new word correctly. Root un dis in im non Word

stop

appear

healthy

sane

patient

polite

kind

stick

qualify

visible

Did we hit our target? Suggestion Box

Check your aim

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Name:______Date:______

Challenge: to understand what a prefix is and to recognise some common prefixes.

Do you remember these prefixes – un, in, im, dis, non? They all mean not, Tip but only if they have been added to the front of a root word.

So every time I see No! Sometimes the letters un at the it’s just part of beginning of a word, the word itself. it’s a prefix.

Odd One Out! Circle the six words that don’t start with a prefix meaning not.

unhelpful disagree impossible nonsense imagine insect incorrect until

distance unwell disobey uncle unfortunate unaware interest

Can you find some other examples of words with these prefixes? You might need a dictionary. Two have already been done for you. You could add these to your glossary.

unprepared

disadvantage

un dis

TEST YOURSELF: Choose a word beginning with un and one beginning with dis and write a sentence for each.

1. …………………………………………………………………………………………………………………………………………………………………………………………………….

2. …………………………………………………………………………………………………………………………………………………………………………………………………….

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Name:______Date:______

My aim: to recognise some common prefixes.

Not all prefixes turn a root word into its opposite. Here is another prefix:

Tip mis = wrong

Add the prefix mis to each of these words and write a sentence that includes the new word.

Root Word Prefix + Root Word Sentence

Amelia and Rohan were totally misguided in thinking guided misguided they could build their own moon rocket.

behaved

lead

spell

placed

understand

treat

trust

fire

Did I hit Suggestion Box my target?

Check your aim

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Name:______Date:______

Challenge: to identify and use other prefixes.

Find out what these prefixes mean and what new words can be made with them.

super means: anti means: auto means:

…………………………………………………….. …………………………………………………….. ……………………………………………………..

examples: examples: examples:

......

…………………………………………………….. …………………………………………………….. ……………………………………………………..

Invent a new word with one of these prefixes at

the beginning. Could it be the name of a strange machine, a game or food? Draw a picture of it.

Describe what is super, anti or auto about it?

Name:…………………………………………………………………….……………….

Description:…………………………………………………………….………………

………………………………………………………………………………....……………

…………………………………………………….…………………………….…………..

…………………………………………………………………………………..…………..

……………………………………………………………………………………..………..

……………………………………………………………………………………….……….

Suggestion Box

TEST YOURSEL F: Write down some examples of any other prefixes you’ve come across in your readin g. Do you know what they mean?

………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………….………………..

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Name:______Date:______

My aim: to identify and use the suffixes: ful and less.

If the root word ends in a y you have to change it to an i before adding the Tip suffixes ful and less. The new words are adjectives.

ful means full of less means without

Write down the words that mean the following: full of joy ...... ………………………………………………...... doing no harm ………………….………………………..………. full of fear …………………………………..………………………….... having no teeth ……………………………………………..…… having lots of power ……………………………………………. out of breath …………………………………………………….....

Add suffixes to these words and use one of them in a sentence. Take care with spelling.

Root ful less Sentence Word

hope

care

thought

pain

colour

use

mercy

Did I hit

my target? Suggestion Box

Check your aim

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Name:______Date:______

‘ful’ Word Search b p g r a t e f u l w w a o a k u s a j l s m i n w a k e f u l t e n u f e p h f g u l r f d u t r y e f f u

p u i l s a f l u h f

a l h e l p f u l t h m c u p f u l f l u t t e a r f u l e m r i l u f n o o p s e t a f o r g e t f u l u f

Clues: (When you’ve found the answers, write them in the spaces provided.)

1. Not good at remembering things. ……………………………………………………………….

2. Being very honest. ………………………………………………………...…….

3. This is going to hurt. ………………………………………………………...…

4. An amount of milk for tea or coffee. …………………………………………………………

5. Not as much as Clue 4. …………………….…………………………….....

6. This much sugar helps the medicine go down. ………………………………………………...

7. Finding it difficult to sleep. ……………………………….....…………

8. You can rely on man’s best friend to be this. ………………………………………………..….

9. Kittens are known for being like this. …..……………………………………………………………….

10. Saying ‘thank you’ when you receive a present. ………………..…………………………….

11. When Mum or Dad are washing up, it’s good to lend a hand. ………………………………………………………..

12. This is how I might describe a bad experience. …………………………………………...……

13. Being sad and feeling like crying. ……………………………………………………………………...……

14. This could describe tools. …………………………………………………

15. This is a description of the magic of wizards. …………………………………………………….

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Name:______Date:______

My aim: to identify and use the suffix: ly.

If the root word ends in a y you must change it to an i before adding ly. If Tip it ends in an e you must drop the e first.

Here is an explosion of root words. Add ly and use the new word to complete the sentences. dangerous real friend slow

miserable merry week calm

eventual strange quick angry

gentle lucky usual sensible

personal sudden horrible

1. The passengers held their breath when the taxi driver drove …………………………...... ……………………..……….

close to the edge of the cliff.

2. Jack felt ………….………...... ……………….. upset when an older boy pushed in front of him in the queue.

3. The children were very …………….………………………...... ………… to the new girl in the class.

4. The ambulance zigzagged ………………………………...... ……………. through the traffic, but managed to get

to the hospital ......

5. Ella wasn’t behaving very …………………………………………...…………… , but …………………………...... ……………………………………..

for her nobody noticed.

6. ………….…………………………………. , I love Fridays, because that’s when I buy my ……….………...... ………………………….

magazine. Did I hit my target? Suggestion Box

Check your aim

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Name:______Date:______

My aim: to recognise and use adverbs.

A lot of adverbs (not all) have the suffix - ly. They tell you how something happens: slowly, desperately, suddenly.

Tip The dog ran quickly. The dog ran fast. The cat and mouse played

together.

In these sentences, quickly and fast tell you how the dog ran. Together tells you how the cat and mouse played. These are adverbs.

Add an Adverb Adverbs often far regularly now rarely next sometimes well

seldom carefully successfully fast usually quickly slowly

eventually excitedly enthusiastically never triumphantly soon

Look how the meaning of a sentence can change when you add an adverb before or after the word run. Try it yourself, using the adverbs in the box. Decide where the adverb should go: in front of run or after it.

1. I always run in the local marathon.

2. I run awkwardly in the local marathon.

3. ……………………………………………………………………………………………………………………………………………………...... …………......

4. ………………………………………………………………………………………………………………………………………………………………......

5. ……………………………………………………………………………………………………………………………………………………………...... …......

6. …………………………………………………………………………………………………………………………………………………………...... ……......

7. ………………………………………………………………………………………………………………………………………………………...... ………......

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Name:______Date:______

Challenge: to recognise and use adverbs.

If you say Harry was slow. The word slow is an adjective describing Harry.

Tip It is a mistake to say Harry ran slow. To describe how he ran you need the adverb slowly.

Correct these sentences, changing the adjectives to adverbs:

1. I played quite confident during the netball match.

……………….………………………………………………………………………………………………………………………………………………….………………………………

2. I bumped into Johnny quite deliberate.

……………………………………..…………………………………………………………………………………………………………………………………………………………….

3. The dancing teacher moved graceful across the hall.

………………………………….…………………………………………………………………………………………………………………………………………………………………

Look at the way the adverb, fearlessly, at the start of a sentence draws your attention to the way something is done. You may find that putting it next to the verb is effective too.

She glided along the tightrope without fear. Fearlessly, she glided along the tightrope.

1. He opened the mysterious box with care.

………………………………………………………………………………………………………………………………………………………..…………………………………..……

2. I phoned the wrong number by accident.

………………………………………………………………………………………………………………………………………….……………………………………..……………….

3. The door creaked open all of a sudden.

……………………………………………………………………………………………………………………………………..…………….……………………………..……………..

4. The Olympic athlete wore his medal with pride.

…………………………………………………………………………………………………………………………………….…………………………………………...………………

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Notes

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WHAT IS A SENTENCE?

A sentence can …but it has to Try to describe what we do or be long… make sense. who we are without using a verb! …or Can you do it? Think about it. short…

I need verbs to help me

sing and dance. I can fly with a I like to

couple of verbs. juggle verbs.

Go! Stop! Look! Wait! Where am I? Listen! Sit! What is going on? Who am I? The giant roared.

The hen clucked.

Capital

letters. Simple Sentences Full stops. Subject Verb Object The cat played the fiddle. The robot ate the bicycle. The fox chased the rabbit.

Complex Sentences

Mummy, who knows a lot about snaky sentences, describes them as long, lovely and complex – just like me.

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Name:______Date:______

My aim: to revise the correct use of capital letters and full stops.

You need a capital letter:

 at the start of a new sentence

Tip  for the names of people and places  for days of the week and months of the year

 for the word I  abbreviations such as BBC, Mr, Mrs, and Ms.  at the start of speech.

Someone has forgotten their capital letters and full stops. Can you correct them?

1. the cat called matt sat in the hat

…………………………………………………………………………………………………………………………………………………………………………………………...……….

2. on saturday, i watched a clown balance on a tightrope

…….………………………………………………………………………………………………………………………………………………………………………………………..…….

3. the sun appears to travel from east to west

..………………………………………………………………………………………………………………………………………………………………………………………….……….

4. mr west lives in east anglia

..………………………………………………………………………………………………………………………………………………………………………………….……………….

Include some of these words in sentences of your own, remembering capitals and full stops. hedgehog somersault Monday teacher tag overjoyed computer guitar Manchester dancing sleepover Spanish determined skip nagged playground

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Name:______Date:______

Challenge: to check for missing capital letters and full stops.

Do each sentence like this:

Tip  Read it through and pencil in the capital letters and full stops.  Re-read the sentence before you write it down.

Sentences Make Sense!

Where should the capital letters and full stops go in these sentences?

john smith called the police last night when he heard a loud bang he woke up his neighbours

in his pyjamas he ran round and round on the television the newsreader told everyone to keep calm

his front doorbell rang mrs smith raced downstairs in a panic

the lightning crashed through the window everyone watched the storm in safety

What a mix-up! Put these words in order to create sentences with correct punctuation.

harry like dress play a to school in the penguin up has

loves my with hamster his to pet stuff peanuts face tarzan

embarrassed saw bought carla her nan when felt socks had she the tartan her for

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Name:______Date:______

Challenge: to check for missing capital letters and full stops.

This is all about me, but I’ve read it twice and I still can’t make sense of it.

It’s hard to make sense of this text. Can you sort it out?

an adult skeleton has 205 bones because the skeleton is rigid and strong it protects your

heart, brain and other internal organs it enables you to stand upright and move without it

you wouldn’t be able to scratch your head, kick a ball or eat your dinner our largest bone is

the femur and the smallest bone is the stirrup which is found inside the ear

…………………………………………………………………………………………………………………………………………………………………………………………………....……

……………………………………………………………………………………………………………………………………………………………………………………………………......

………………………………………………………………………………………………………………………………………………………………………………………………………....

......

Did I hit my target? Suggestion Box

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Name:______Date:______

My aim: to compare different types of sentence.

A statement provides information, for example: Children do homework after school. Tip A command is an order or instruction, for example: Do your homework. A question is used when someone is asking something, for example: Do

you like homework?

An exclamation is an expression of surprise, excitement or strong emotion, for example: The monster’s attacking my homework! Yippee!

Look at the storyboard below. Colour in the speech bubbles according to your key:

Type of Sentence Colour statement question command exclamation

Jack and the Beanstalk

What are you doing here? I’m not looking Put it down now.

for golden eggs.

Oh no, I’ve no idea it’s a Are you how that got giant! sure? there. What’s that under your arm?

Ssh, don’t Help! I’m Quick, fetch a frying pan. Get your own

being say anything. breakfast. chick - I’m going to napped! lay an egg. Where’s mine?

I don’t believe it!

See how the writer has used different punctuation marks to make it easier to read and understand.

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Name:______Date:______

Challenge: to punctuate sentences correctly.

A statement ends in a full stop. [ . ]

A command ends in a full stop or an exclamation mark. [ . or ! ] Tip A question ends in a question mark. [ ? ] An exclamation ends in an exclamation mark. [ ! ]

Add the correct punctuation marks to these sentences:

1. Would you like to come to my birthday party ......

2. My little brother is so annoying ...... I wonder. Could 3. Hooray, it’s the summer holidays ...... it be? Yes! 4. What time does the match start ......

5. Don’t feed the monkeys ......

6. Add a spoonful of sugar ......

7. I’ve lost my front door key ......

8. Do you like netball ......

9. We are the champions ......

10. Our team won every match ......

11. Look out ......

Change the following statements into questions. Remember to use the correct punctuation. Statement Question

Your mother makes good cakes. Does your mother make good cakes?

Zoe’s favourite game is tag.

The blue whale is the biggest mammal.

This is the shortest route to Rome.

I am going to the cinema on Saturday.

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Name:______Date:______

My aim: to identify the subject and object of a simple sentence.

S ubject: who or what the sentence is about.

For example: The dog fetched the stick. (The dog is doing the fetching.) Tip Object: the person or thing affected by what the subject is doing. For example: The dog fetched the stick. (The stick is the thing being fetched.)

Identify the subjects and objects in these simple sentences: Sentence Subject Object

The clown juggled the plates. clown plates

The teacher clicked the mouse.

The snake ate the birthday cake.

Jane scored a goal at last.

Harry carefully drew a pirate.

The magician produced a dove out of a hat.

Sentences can have two parts, with two subjects and two objects. Complete the boxes. Sentence Subjects Objects

Mum carried the baby, while Dad picked up the pushchair.

I washed the car and my sister hoovered the seats.

My brother loves pizza, but my sister prefers spaghetti.

The dragon attacked the knight, so the knight raised his shield.

TEST YOURSELF: Write two sentences using the word How did I do? Suggestion Box caterpillar first as the subject then as the object.

………………………………………………………………………………………………………….

…………………………………………………………………………………………………………. ………………………………………………………………………………………………………….

………………………………………………………………………………………………………….

......

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Name:______Date:______

My aim: to recognise common and proper nouns.

Nouns are the names of things: people, animals, places, objects, days and months.

Tip Examples of common nouns are: teacher, toyshop, cup, boomerang.

Examples of proper nouns are Miss West and Houses of Parliament – they

have a capital letter at the beginning of each important word.

In the following example, the nouns are in bold.

Emma and her brother took a plane to New York last Saturday and bought some clothes.

Underline the nouns in this text and list them under the correct type of noun. When the teacher, Miss West, opened the door and stepped into the classroom, she thought there was some sort of problem. All the children were busy writing in their English books. No one was looking out of the window. Sanjay wasn’t complaining that Nigel had taken his rubber. The twins, Kathy and Barney, weren’t arguing about the name of their hamster, the colour of their shoes, or the cheese in their sandwiches. Miss West began to think that this was the most hard-working class in the whole of Hawthorn Primary School. Then came the surprise. Jemima and Lin suddenly jumped up, produced an enormous birthday card, and started to sing, ‘Happy Birthday to You’. Common Nouns Proper Nouns

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Name:______Date:______

Challenge: to understand how to change singular nouns to plural.

Singular means one. Plural means more than one. Most of the time, to

make a noun plural, you add an s, but not always. Look at these examples: Tip horse / horses child / children baby / babies wolf / wolves

Change the singular nouns to plural:

1. The slug ate the strawberry. ………………………………………………………...…………………………………………………………………………..

2. The child counted the sheep. …………………………………………………………...……………………………………….……………………..……….

3. The kitten played with the sock. ………………………………………………………...……………………………………….………………………..…

4. The rocket reached the planet. …………………………………………………………...……………………………………..………………..………..

5. The witch had a nightmare. ………………………………………………………………………..……………………………………………………………..

In the last sentence, you had to remove the determiner (a). In the following sentences, when you change the singular nouns to plural, you may have to change other words too.

1. My brother loves to bake a cake. ……………………………………………………………………………….……………………………………………

2. The Greek god throws a lightning bolt. …………………………………………………………………….………………………………………….

3. My friend was late for his dinner. …………………………………………………………………………………..……………………………………….

4. The seagull ate my sandwich. ………………………………………………...... ……………………………..…………………………………….

5. This is a drawing of an ancient Egyptian. …………………………………………………………………………..………………………………..

6. This pound coin was under my pillow. ………………………………………………………………………………………………………………….

7. That detective is the one who solves the mystery. ………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………………………………..

8. Whenever a dog sits up and begs, you know it is time to give it a biscuit. ……………………………………….

Did I hit

my target? Suggestion Box

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Name:______Date:______

My aim: to recognise and use pronouns.

A pronoun is a word that is used instead of a noun. For example: I, me,

my, mine, you, your, yours, he, him, his, she, her, hers, it, its, we, us, our, Tip ours, they, them, their and theirs are all pronouns.

Too much repetition! Rewrite this paragraph changing the underlined nouns to pronouns.

Imelda Potts was the lady who owned the sweet shop on the corner. In her spare time, however, Imelda Potts was a witch. Behind her counter was a shelf, and, on the shelf, there was a row of dusty books full of really annoying spells. Imelda used the books of really annoying spells to play tricks on children. Whenever children went into her shop, the children had to be on their guard. Imelda could make jelly babies jump out of their bag and sneak back into the shop. Imelda could even turn the pictures in comic books upside down, so that when Jake bought one, Jake had to stand on Jake’s head to read the comic book.

………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………..

Did I hit

my target? Suggestion Box

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Name:______Date:______

My aim: to identify the verbs in a sentence.

Verbs are about actions. For example: speak, think, sigh, race, skip, feel, climb . They are also about being. For example: am, is, are, was, were, will Tip be, has been, have been are all parts of the verb to be.

If you can change a word from present tense to the past or to the future, it’s a verb: I speak, I spoke, I will speak.

Every sentence needs a verb if it is to make sense. Circle the verb in these sentences.

1. I fell off my bicycle yesterday. Pssst! Don’t 2. Friday is the day I go for a sleepover with my friends. forget is and was. 3. Unfortunately, it rained on my birthday.

4. What is the answer to this maths problem?

5. Tonight, for a change, I will eat my dog’s homework.

There is more than one verb in these sentences. Can you circle them?

1. I am staying at home today because I feel sick.

2. I gasped when I saw the white rabbit looking at its watch.

3. My umbrella blew away in the storm and I walked home soaking wet.

4. I hope I remember to bring my PE kit to school next week.

5. When I tagged my friend, she said it was too late because the bell had rung.

Look at this list. Circle the words which are not verbs. when sing kitten hungry balance disappear computer expensive won organise gigantic finish grandfather pantomime horse share misbehave

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Name:______Date:______

Challenge: to identify the verbs in a sentence.

These sentences have had the verbs removed. They don’t make any sense. Choose the correct verbs from the list. gathered took I love to ...... tag at breaktime. begin rang collected felt When it’s time for lessons to ……………………………, the bell ………………………………. . play stand remember If I ……………….....…………….. litter, I …………………...... ……………… it up right away. pick drop bring brought Our class ………………………………………...... …………. lots of money for charity. bought phoned unpack forget I mustn’t ………………………………………...... my packed lunch on Monday. changed wrong rings take was I ………..……….. sick last week so my mum ……...………………..…………….. my teacher. phones began

Did you spot the word in the list that isn’t a verb? Write it in this box:

Here are six verbs. Write a sentence for each:

juggled enjoy decided spending leapfrogged disappear

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my target? Suggestion Box

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Name:______Date:______

My aim: to change the tense of verbs.

Tense tells you if something is happening now, has happened in the past, Tip or will happen in the future.

Use your own ideas to complete these sentences.

1. Yesterday, I ………………………………………………………………………………………………………………………………………………………………………….

2. Last year, I ……………………………………………………………………………………………………………………………………………………………………………

3. Now, I …………………………………………………………………………………………………………………………………………………………………………………….

4. At this very moment, I …………………………………………………………………………………………………………………………………………………..

5. Tomorrow, I ………………………………………………………………………………………………………………………………………………………………………..

6. In the year 2050, I …………………………………………………………………………………………………………………………………………………………..

Complete these boxes. The first two have been done for you.

Past / Yesterday Present / Now Future / Tomorrow

The dog barked at the The dog barks at the fireworks. The dog will bark at the fireworks. fireworks.

The cat was running very fast. The cat is running very fast. The cat will be running very fast.

The cow jumps over the moon.

The pig will perform a backflip.

The monkey dangled from the branch.

The crocodile is smiling.

TEST YOURSELF: Correct these mistakes.

1. Next week, I was taking part in the final of a football match.

2. Three years ago, I am having a wonderful holiday in Spain.

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Name:______Date:______

Challenge: to change the tense of verbs.

Here is part of a story written in the present tense. Can you change it all to the past tense? Jack is sitting at the window with his pet hen, Nellie. He can see a castle in the clouds. He asks his mother if that is where the giant lives. His mother nods sadly and explains that the giant steals food from the village. Jack watches their one and only cow, Clara, munching the grass outside. He begins to daydream about fighting the wicked giant, when suddenly there is the thud of heavy boots, a quick ‘moo’ and Clara disappears. This is the moment that Jack decides to sort out the terrible giant once and for all. When he sees how enormous the giant is, however, he wonders if hiding under the bed with his teddy bear might be a better idea.

……………………………………………………………………………………………………………………………………………………………………………………………….…………

……………………………………………………………………………………………………………………………………………………………..…………………………………..………

……………………………………………………………………………………………………………………………….…………………………………………………………………..…….

…………………………………………………………………………………………………………………………………………………………………………………………………….……

......

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Name:______Date:______

Challenge: to keep the same tense throughout a piece of writing.

Sometimes, people start telling a story in the past tense and end up in the present tense. It brings a tear to my eye, I can tell you.

Really? How awful!

These tenses are all mixed up. They should all be in the past tense. Can you sort it out? Underline the verbs first, then read out each sentence to hear if your changes are correct.

Yesterday, I dragged myself to the dentist, wishing I have not eaten so many sweets last year. First of all, it is Christmas. I got so many boxes of chocolates, I can stack them up like a tower. I could have built a wall with them! Then is coming Easter. I had to move to another room because my bedroom will be so full of Easter eggs. My birthday arrives shortly after. Guess what I get? Some plastic false teeth. When I turned the key, they chatter across the table.

......

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Name:______Date:______

Challenge: to change irregular verbs to the past tense.

Some verbs are easy to change to the past tense. You just add ed if the word ends in a consonant and d if it ends in an e. For example:

start ……………………. started invite ……………………. invited ask ……………………. asked care ……………………. cared

There are lots of irregular verbs that don’t behave in this way, and change again when you put have or has in front of them. For example:

I drive / I drove / I have driven you run / you ran / you have run she is / she was / she has been

Can you change these irregular verbs to the past tense? Present Past Past (with ‘have’ or ‘has’)

I begin to run. I began to run. I have begun to run.

I blow out the candles.

We break the record.

I bring my sister to school.

We catch the train. We caught the train. We have caught the train.

You draw a picture.

I eat all my sprouts.

They lose the game.

I pay the bill.

We swim in the sea.

I take my time.

She tears off the wrapper.

I think about going out.

He wears his best clothes.

He writes his name. He wrote his name. He has written his name.

What happened When I ate it, my body shook, my head Suggestion Box to the irregular went into a spin and, since then, I have felt verb? very odd.

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Name:______Date:______

My aim: to fit the verb to the subject.

I’m sure you would never make the mistake of saying:

Tip Sam am my best friend or I is feeling very tired. You have to choose the correct form of the verb if you want to make sense. The verb has to agree with the subject of the sentence.

Here are some sentences for you to correct. Write the correct version underneath.

1. The Himalayas is in Nepal. I’ve just eaten a verb that

didn’t agree with me. ………………………………………………………………………………………………………………………

2. The teacher have found my pencil.

………………………………………………………………………………………………………………………

3. The capital city of France are Paris.

………………………………………………………………………………………………………………………

4. Inside the Earth’s core, there be molten rock called magma.

......

5. If scientists discovers evidence of life on Mars, I will jumps for joy.

..…………………………………………………………………………………………………………………………………………………………………………………………………….

6. Polar bears lives at the North Pole, while penguins is to be found at the South Pole.

…..………………………………………………………………………………………………………………………………………………………………………………………………….

7. We is taking our dog, Barney, on holiday with us, because he love to be running into the waves.

……………………………………………………………………………………………………………………………………………………………………………………………………….

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my target? Suggestion Box

Check your aim

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Name:______Date:______

My aim: to recognise and use prepositions.

Some prepositions tell you when something was done. For example: I go to bed after supper. I will be home before you. Tip Lots of prepositions tell you where something was done. For example: I fell off the wall. I ran to school. I brought a book from home.

PICTURE A BOX This penguin is beside the box. Where else could it be in relation to the box?

near the box

Sometimes, you will find a verb with its own preposition. You can talk to someone, talk with someone, talk about something, stand in front of the class and talk on something. The preposition changes the meaning of talk each time.

Choose a preposition from the box to fill in the blanks in the following sentences.

1. Do you know ...... healthy eating? with by

from on in 2. Food can be divided ...... different groups. about 3. Seventy per cent of the body is made up ……...... ……………………. water. of to 4. What do you have ……...... ………………………….. breakfast? for up

5. Carry ………...... ………….…… a survey of crisp-eating in your classroom. across

6. It’s important to choose ………...... ……………. each of the food groups. after

7. It’s much better to replace chips ………...... …………………… pasta or rice. out into

8. Use the internet to look ………...... …………………. food facts. between

over under 9. This will help you get …………...... …………………………… good shape.

TEST YOURSELF: Name three places to hide during a game of hide-and-seek.

......

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Name:______Date:______

Challenge: to recognise and use prepositions.

Answer these questions and underline the preposition in your answer.

1. Where did the cow jump? …………………………………………………………………………………………………………………….………………

2. When does Santa come? …………………………………………………………………………………………………………………………………….

3. When do you brush your teeth? ………………………………………………………………………………………………………………………….

4. Where do moles live? …………………………………………………………………..…………………………………………………………………………….

5. Where did the Three Billy Goats Gruff go? …………………………………………………………………………………………………….

6. Where is the line drawn in this sentence? ……………………………………………………………………………………………………

Circle all the prepositions used in this information about plants.

Plants in Your House

How much do you know about house plants? If you want them to grow well, would you

keep them on a windowsill, under the bed, or in the kitchen by the fridge? Should you pour water on to their leaves or around the stem near the roots? Did I hit my target? Suggestion Box

Some plants do not like the cold weather. It is better to bring them inside the house,

keep them in the greenhouse, or put bubble wrap over them until spring.

It is common for insects like greenfly to damage leaves. Do you think it is better to spray the leaves with pesticide, spray them with soapy water, or pick the greenfly off the plant by hand?

If your house plant makes it through the winter months and fends off the greenfly, at some time, it will need to be put into a bigger pot.

I hope you have found this information about the care of plants useful.

Did I hit Did I hit my target? my target? Suggestion Box

Check your aim

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Name:______Date:______

My aim: to demonstrate what I remember about adjectives, nouns, verbs and adverbs.

WORD CLASS GAME

Play this game with one or more friends. The aim is to fill the spaces in the grid. All you will need is a die and a different coloured pencil for each player. Here is how you play:

 Take turns to roll the die.  If you roll a 1, think of an adjective and write it anywhere in the adjectives column.  If you roll a 2, think of a noun and write it anywhere in the nouns column.  If you roll a 3, think of a verb and write it anywhere in the verbs column.  If you roll a 4, think of an adverb and write it anywhere in the adverbs column.  If you roll a 5 or a 6, roll the die again until you get a 1, 2, 3 or 4.  If the spaces in a column are filled, pass on the die to the next person.  TWO MARKS FOR COMPLETING A SENTENCE – THREE MARKS FOR A REALLY FUNNY ONE!

Some spaces have already been filled.

Adjectives (1) Nouns (2) Verbs (3) Adverbs (4)

angry kittens knit badly

somersault

dusty

sweetly

crocodiles

What were your funniest sentences?

......

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Name:______Date:______

My aim: to revise conjunctions: and, but, or, so.

The word conjunction comes from the root word junction meaning where Tip things join together, like a road junction. A conjunction is where two sentences or two meaningful chunks of a sentence join together.

Choose three sentences from each box and join them with one of the conjunctions in bold.

The tiger had already eaten. He did not attack me. and Jack loved carrots. He felt very sleepy. Jess could play her guitar. but He didn’t like tomatoes.

The hockey player missed penalties. She practised every day.

My pet hamster was always hungry. or It thought it must be lunchtime. Lin came second in the race. She was very disappointed.

The cricketer batted all morning. so She could go outside.

1. ………………………………………………………………………………………………………………………………………………………………………………………………......

......

2. …………………………………………………………………………………………………………………………………………………………………………………………….....…...

......

3. .……………………………………………………………………………………………………………………………………………………………………………………………...... ….

...... ………………………………………………………………………………………………………………………………………………………………………………………………..

Oh, no! Someone has What? That’s left their sentences outrageous! unfinished. Can you I’m shocked. sort them out? It’s disgraceful.

1. Cinderella daydreamed about the royal ball but ………………………………………………….………………………………………

2. Would she finish all her housework or ………………………………………………………………………………………………………………

3. Her sisters were mean to her so ..………………………………………………………………………………………………………………………….

4. Her fairy godmother waved her wand and …………………………………………………………………………………………………….

Suggestion Box Did I hit my target?

Check your aim

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Name:______Date:______

My aim: to use stronger conjunctions: because, as, when, while.

Some conjunctions can make the join between two parts (clauses) of a sentence much stronger. Tip Because tells you why something happened. When and while tell you the time at which something happened. As can often be used in both situations.

EXAMPLE: The cat howled because (as) it was hungry. The cat ran inside when (as) the door opened. While (as) the door was opening, the cat ran inside.

Join each pair of sentences with one of these conjunctions. You won’t need the full stop at the end of the first sentence or the capital letter at the start of the second sentence.

1. Everyone waved their flags. The Queen drove by.

...... ………………………………………………………………………………………………………………………………………………………………………………………….

2. Tom’s sister, Jen, stood on a box. Tom sat on the ground.

3. Tom missed all the excitement. There were crowds of people in front of him.

...... …………………………………………………………………………………………………………………………………………………………………………………………

4. He trudged home feeling miserable. He hadn’t seen the colourful parade.

5. Jen told her parents all about it. Tom said nothing.

6. He slumped in front of the television. The news programme started.

7. He couldn’t believe his eyes. He saw himself on the news throwing his flag away.

TEST YOURSELF: Try swapping around the two halves (clauses) of one of your new sentences, so that you begin with a conjunction and put a comma in the middle. For example:

Jen was jealous because Tom was on TV. Because Tom was on TV, Jen was jealous.

......

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Name:______Date:______

Challenge: to use stronger conjunctions: although, if.

Some conjunctions can make the join between two parts (clauses) of a

Tip sentence much stronger. Although is used when something unexpected is happening.

If is used when you’re not sure that something will happen.

EXAMPLE: Although it is extremely hot, I am keeping my coat on. How strange – If I take off my coat, I will be cold. sticking two bits together by

putting the glue at Join each pair of sentences with one of the beginning these conjunctions. Put the conjunction instead of in the at the beginning and a comma in the middle. middle.

1. I said I love snakes. I shrieked when one slithered towards me.

…………………………………………………………………………………………………………………………………………………………………………………………..

2. I could dangle from a tree. Everyone would think I was a monkey.

3. The shapes in the river look like logs. They are really alligators.

………………………………………………………………………………………………………………………………………………………………………………………….

4. Hippos may be big and slow. They are dangerous and can run fast.

5. It’s true that skunks smell awful. Why are they so friendly to each other?

…………………………………………………………………………………………………………………………………………………………………………………………

6. I think gorillas are amazing. I wouldn’t like to come face to face with one.

………………………………………………………………………………………………………………………………………………………………………………………..

TEST YOURSELF: Write two sentences – one using How did although and one using if. I do? Suggestion Box

………………………………………………………………………………………………………………..

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Name:______Date:______

Challenge: to use stronger conjunctions: because, as, while, although, if, when.

Some conjunctions can make the join between two parts (clauses) of a Tip sentence so much stronger than and, but, or and so.

Use the stronger conjunctions you’ve learnt to write a sentence about each picture.

......

Suggestion Box Did I hit my target?

Check your aim

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Name:______Date:______

My aim: to investigate stronger time connectives.

Here are some examples of time connectives: firstly, first of all, next, after

Tip that, before, suddenly, now, immediately, while, as, once, meanwhile, later, eventually, finally. You’ll come across many more in your reading.

Complete this recipe for a witch’s magic potion:

Firstly, whisk the sprout custard and …...……………………………………………………………………………………………………………………….

Before you squeeze the tube of tadpoles, ………...……………………………………………………………………………………………………….

While the cauldron is bubbling, ......

Once the socks begin to stink, ......

After you’ve stirred in a jar of slug sauce, ..……………………………………………………………………………….……………………………….

Next, take one joke past its laugh-by date and ......

As the mixture starts to chuckle, immediately …..…………………………………………………………………………………………………..

Finally, pour it into an old boot and ......

What happens if you drink the potion? Try to include some of these time connectives: suddenly, immediately, eventually, as soon as, straight away, at that moment, later that day or any that you’ve come across in your reading.

………………………………………………………………………………………………………………………………………………………………………………………………………......

Did I hit my target? Suggestion Box

Check your aim

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Name:______Date:______

Challenge: to replace then with stronger time connectives.

Then is often used to describe how one event follows on from another. It

Tip may be more interesting to use a variety of time connectives, such as: firstly, first of all, next, after that, before, suddenly, now, immediately,

while, as, once, meanwhile, later, eventually, finally.

Rewrite this short story, replacing then with more interesting time connectives.

Holly and Luke picked up a bag and jumped on the bus to town. Then they ran to the shopping mall where they spent their pocket money on magazines and sweets. Then they phoned home and chatted to Dad. Then they heard a mysterious tune played on a penny whistle. Then a voice announced, “Gather round everybody! Come and see Magnificent Manfred the Mad Magician!” Then Holly and Luke pushed through the crowd to catch a glimpse of Magnificent Manfred producing balloons from nowhere. Then he placed a white rabbit into his hat and made it disappear. Then there was a whoosh and a flash of light, and the rabbit popped its head out of Holly and Luke’s bag.

…………………………………………………………………………………………………………………………………………………………………………………………………………..

Did I hit Suggestion Box my target?

Check your aim

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What is a Clause?

A clause is a meaningful chunk of a sentence. It has to have a subject and a verb. A sentence must have at least one clause.

Who’s he calling a Goo ga goo ga. meaningful chunk? goo.

The main clause in a The subordinate clause in a sentence can stand on its sentence cannot stand on its own and make sense on its own or make sense on its own. own.

EXAMPLE: subject verb conjunction subject verb

The little bear grumbled because he was hungry.

Main clause Subordinate clause

The little bear grumbled makes sense on its own. It’s the main clause. On the other hand, because he was hungry begins with a conjunction and doesn’t make sense on its own. It’s the subordinate clause.

The main clause isn’t always at the beginning of a sentence. We could put the subordinate clause at the beginning. It might even make the sentence stronger.

conjunction subject verb subject verb

Because he was hungry, the little bear grumbled.

Subordinate clause Main clause

Because the subordinate clause has been put at the beginning of the sentence, a comma is used to separate it from the main clause.

Try saying any one of these subordinate clauses to a friend or a member of your family. Either they’ll stand, waiting for the main clause to make sense of what you’re saying, or they’ll think you’re MAD!

Although it is raining, If I save up my pocket money, Because it’s Monday tomorrow,

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Name:______Date:______

My aim: to identify the main clause in a sentence.

Tip Remember, the main clause has a subject and a verb, and makes sense on its own.

Do these clauses make sense on their own? If the answer is YES, it’s a main clause. If NO, it’s a subordinate clause. (The punctuation has been left out.) Put a tick in the correct box.

Does this make sense on its own? YES NO before I came home although I hate chocolate I laughed out loud the nightingale sang when the bell rang his name is Freddie

Underline the main clause in each of these sentences: Be a detective. Look for clues – When we were playing hide and seek, my sister, Zoe, hid in her bedroom. commas and conjunctions I searched everywhere but couldn’t find her. might help.

After five minutes had passed, I heard a growling noise coming from her cupboard.

I crept up to the door because I wanted to surprise her.

Immediately, I opened the door, but all I found was her wind-up teddy.

Although she tried to keep quiet, I heard her giggling under the bed.

She got a surprise when I started to bounce up and down on the bed.

When I told her she could have some of the treasure I found, she didn’t believe me.

If I ever do find some pirate treasure, I plan to share it with my pet mouse.

Did we hit

our target? Suggestion Box

Check your aim

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Name:______Date:______

Challenge: to add a main clause to complete a sentence.

Yes. You’ve got it. Now let me get this right: a main It’s like a simple clause makes sense on its own. sentence with a subject and a verb.

Add a main clause to these subordinate clauses:

1. …...... when I’m old enough.

2. Whenever my cat purrs, …………………..…………………………………………………………………………………………………………………….… .

3. …..….………………………………………………………………………………………………..………………………… , but I still can’t ride a bicycle.

4. Although my bedroom is tiny, ………………..……………….…………………………………………………………………………………………….. .

5. …..…………………………………………………………………………………………………………………………………… because I broke my pencil.

6. While I enjoy art at school, ......

7. If it rains during the games lesson, ………………………….………………………………………………………………………………………….. .

8. ……………………………………………………………………………………………. even though I met a bear on the way to school.

9. Slowly entering the Egyptian tomb, ……………………………………………………………………………………………………………………. .

10. As the clock struck midnight, …………………………………………………………………………………………………………………………………. .

11. After invading Britain, ………………………………………………………………………………………………………………………………………………… .

12. Spending all of his pocket money, ………………………………………………………………………………………………………………………. .

Did I hit Suggestion Box my target?

Check your aim

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Name:______Date:______

Challenge: to make sentences more interesting by adding subordinate clauses.

A subordinate clause might not make sense on its own, but it’s a quick Tip and easy way of adding more information.

Do you know where to put the comma when you add a subordinate clause in front of a main clause? The first one has already been done for you.

1. Although the wind howled, I pushed open the castle door.

2. When the door slammed shut behind me I felt scared.

3. Even though my heart pounded I continued.

4. If I were to solve the mystery of the ghostly green light I would have to go on.

5. Because bats were fluttering everywhere it was difficult to find my way.

6. As I climbed up inside the tower I heard the sound of chains and footsteps.

7. The moment I reached the top of the tower I solved the mystery.

8. Ever since he was eight my brother has been keen on torches and practical jokes.

We’ve already looked at conjunctions. Use them to add subordinate clauses to these simple sentences. Remember, it must contain a verb.

1. …………………………………………………………………….....………………….……………………………………… , our class performed a play.

2. …………………………………………………………………………....……………….……………. , Tom agreed to wear the dragon mask.

3. ……………………………………………………………………………....……………………………………. , Millie made her princess’s crown.

4. …………………………………………………..…………………....…………………………………… , we all helped to construct the castle.

5. ………………………………………………………………………....……………………………………………………. , our parents were impressed.

Did I hit my target? Suggestion Box

Check your aim

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PUNCTUATING MAKES SENSE

Full stops, A comma One of the Speech marks exclamation helps the important show the marks and reader to jobs of an reader that a question separate the apostrophe is character in marks tell the bits of to show that your story is reader it’s information a letter has saying

the end of a contained in been missed something. sentence. a sentence. out.

On the count of He said,

three, with a “Do you

like frogs?” wave of my wand, I will turn

this rabbit

into a… She said, “Certainly not!” You’re right.

I’m a cow.

Oh! Really? Now I understand.

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Name:______Date:______

My aim: to use commas to separate items in a list.

A comma helps you to make sense of a sentence by breaking it up into Tip chunks of meaning. This is why you want to pause a little when you come

to a comma in your reading.

EXAMPLE: In this list, see how an and is written instead of a comma before the last item.

Dad told me to buy a loaf of bread, cheese, milk and orange juice.

Using some of the words in the box, make up your own sentences about things you saw, jobs you did, food you ate, games you played or toys you got for your birthday.

apple tag cricket pencil case monkey rhino computer game grapes horse-riding

cleaning castle homework tidying skipping karate dance-mat hoovering DVDs

camera carrots giraffe helicopter sandwiches rabbit football chocolates

......

TEST YOURSELF: You can do the same with phrases.

Yesterday I cleared the table, swept the floor and washed the dishes.

Following this example, rewrite this account of Teacher’s Bad Day.

While having breakfast Leaving her house

she poured tea on her cornflakes she slipped on a banana skin spread marmalade on herself jumped on the no. 13 bus

toasted her diary went to the wrong school

……………………………………………………………………………………………………………………………………………………………………………………………………………

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Name:______Date:______

My aim: to use commas to add extra information to a sentence.

Tip Using commas is a great way to write better and to write less.

EXAMPLE: This is how to improve these two sentences:

John came in to mend the leaky tap. John is our next-door neighbour.

John, our next-door neighbour, came in to mend the leaky tap.

Using commas to drop in the extra information, turn each pair of sentences into one.

1. The author of War Horse visited our school. The author is Michael Morpurgo.

…………………………………………………………………………………………………………………………………………………………………………….…………………..

2. My best friend loves to play tennis. Sam is my best friend.

……………………………………………………………………………………………………………………………………………………………………………….………………..

3. Rome is a beautiful city. Rome is the capital of Italy.

4. Ben Nevis is 1,344 metres above sea level. Ben Nevis is the highest mountain in Britain.

…………………………………………………………………………………………………………………………………………………………………………………….…………..

5. The netball coach comes every Tuesday. The netball coach’s name is Miss Jones.

………………………………………………………………………………………………………………………………………………………………………………….……………..

6. The river Nile was central to life in ancient Egypt. The Nile is the longest river in the world.

……………………………………………………………………………………………………………………………………………………………………………………...………….. .

Did I hit

my target? Suggestion Box

Check your aim

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Name:______Date:______

Challenge: to use a comma correctly.

You Can’t Use a Comma to Stick Two Sentences Together!

A full stop is strong A comma isn’t strong

enough to keep two enough to join two sentences apart. sentences together.

EXAMPLE: This is wrong:

Our teacher took us on a trip to a Roman site, he is an expert in history. X

These are right:

Our teacher took us on a trip to a Roman site. He is an expert in history.  Because he is an expert in history, our teacher took us on a trip to a Roman site.  Our teacher, an expert in history, took us on a trip to a Roman site. 

By mistake, two sentences have been joined by a comma. Find a way of correcting them.

1. Our teacher said that we had to stay in, it was raining.

………………………………………………………………………………………………………………………………………………………………………………………...... ………..

2. The new shopping mall was very busy last Saturday, it’s in the centre of town.

3. My friend, Lauren, couldn’t play in the team, she’s our best player.

4. Riding on a zip wire is a thrilling experience, it can be 200 metres long.

Did I hit Suggestion Box my target?

Check your aim

Name:______Date:______

My aim: to use an apostrophe when a letter is missing.

You never need an apostrophe when you are making a singular noun

plural. More than one cat is cats. It isn’t cat’s because there isn’t a letter Tip missin g. When there’s a letter missing, it’s called a contraction.

EXAMPLES: Isn’t is a shortened way of writing is not. Pick ‘n’ mix is a shortened way of writing pick and mix. O’clock is a shortened way of writing of the clock.

There are letters missing from these words. Can you draw straight lines to connect the shortened form with its meaning?

don’t we have

I’m were not

shouldn’t that is

you’re you are

she’ll I am

they’re let us

where’s you will

that’s they are

it’s should not

we’ve do not

he’s she will

you’ll where is

let’s he is

weren’t it is

TEST YOURSELF: Rewrite this conversation using contractions where words have been underlined.

“I did not notice you were not wearing a suit of armour, Mr Smith, when I came skating round the corner. I should not have been going so fast.” “That is all right, Carl. I was not looking where I was going either. I am fine. Let us forget it.”

Suggestion Box ......

……………………………………………………………………………………………………………………………......

………………………………………………………………………………………………………………………………………….

Name:______Date:______

My aim: to use speech marks.

Speech marks show what someone is saying. Look at the difference

speech marks can make: Tip “The rhino charged then!” he cried. The rhino charged. Then he cried.

This is how comma separates speech speech marks contain what is to do it. from the rest of the said as well as any sentence punctuation

George yelled, “Help!”

speech begins with a punctuation (exclamation mark)

capital letter is inside last set of speech marks

Analyse these sentences. Follow the example that’s already been done.

When he met the angry bull, George yelled, “Help!” What was said? Who said it? How was it said? What were they doing?

Help! George yelled meeting the angry bull

“Hurry up!” snapped Mum, grabbing her coat. What was said? Who said it? How was it said? What were they doing?

As he produced a treasure map, the pirate whispered, “I’ve got a secret.” What was said? Who said it? How was it said? What were they doing?

Did I hit my target? Suggestion Box

Check your aim

Name:______Date:______

Challenge: to use speech marks.

If you are writing a conversation between two or more people, whenever a

different person speaks, you write their speech on a new line. It helps the Tip reader to know who is saying what.

Write out this storyboard conversation. The first speech bubbles have been done for you.

Lucy and Asif at the Cake Sale

How much are your cakes, Lucy? I made That’s still a I’m only joking. In that them lot for a cake! They’re twenty case, I’ll Wow! Five pounds each. myself. pence each. have five.

“How much are your cakes, Lucy?” asked Asif.

“Five pounds each,” replied Lucy, with a smile on her face.

……………………………………………………………………………………………………………………………………………………………………………………………….....

......

TEST YOURSELF: Put the missing punctuation and capital letters into these sentences. Suggestion Box

Where’s my pencil case yelled Joe.

……………………………………………………………………………………………………………………………………….

Adele screamed that’s my pineapple.

……………………………………………………………………………………………………………………………………….

Notes

PUT IT IN WRITING

myths and legends information

personal experience

adventures mysteries

reports

imagination

shape poems

instructions

performing poetry

Name:______Date:______

My aim: to develop notes for a story with a familiar setting.

Here is a way to get ideas for a story. If you think of the word garden you

Tip might also think of: grass, games, lawnmower, flowers, weeds, wall, bugs, fence , birds, sunshine and rain. You can do the same with: home, school, park, shops, cinema, sports centre, camping, beach and pantomime.

Add some more words connected with these settings. You can also start with your own.

Shops Cinema Beach

weekend clothes film whispering sand sandcastle ......

sweets crowds popcorn tickets seagulls shells ………………………………………

shopping centre queueing advert sandwiches waves ………………………………………

window display screen audience ice cream swim ………………………………………

……………………………………… ……………………………………… ……………………………………… ………………………………………

………….………………………….. ……………………………………… ……………………………………… ……………………….……………..

……………………………………… ……………………………………… ……………………………………… ………………………….…………..

Now, develop your words into longer phrases by adding verbs, adjectives and adverbs. shops overcrowded shopping centre weekend treat colourful clothes

cinema empty rows exciting adventure film scattering popcorn

beach sand tickling toes screaming seagulls waves crashing dangerously

Make your story exciting! Something unexpected must happen. Add your ideas to this list: somebody gets lost treasure is found a secret is discovered meet an old friend witness a robbery ...... ………………………………………………………………………. ……………………………..……………………………………………….

...... ……………….…………………………………………………………………………………

Did I hit Suggestion Box my target?

Check your aim

Name:______Date:______

My aim: to turn notes into sentences.

You will need interesting adjectives, adverbs, verbs and conjunctions to

Tip give your writing impact. You’ll find that words and phrases like when, immediately , suddenly, but, although, even though, at that moment, before I knew it, without any warning all help to move a story along.

EXAMPLE: Look at how these notes have been developed into sentences. sea sand tickling toes Mena couldn’t wait to race down the beach, feel the sparkling sea sand tickling her toes and dive into the sparkling sea.

seagulls screaming seagulls No sooner had we unwrapped our sandwiches when a flock of screaming seagulls flew in to steal them from us. waves crashing waves We stood, hypnotised by the crashing waves, when, suddenly, someone shouted, “Help!”

NOW YOU TRY: film adventure film ......

...…………………………………………………………………………………………………………

…………………………………………………………………………………………………………… clothes colourful clothes …......

……………………………………………………………………………………………….………....

……………………………………………………………………….…………………………………. holiday surprise …………………………..………………………………………………………………………………

………………………………………………………………………………………..…………………

…………………………………………………………………………………………………………..

TEST YOURSELF: Choose a word to do with a familiar setting, turn it into a phrase, and then build a sentence round it. Suggestion Box word: ………………………………...... phrase: ……………………………………………………………...... sentence: …………………………………………………………………………………………………………………

…………………………………………………………………………………………………………….…..

………………………………………………………………………………………………………………...

Name:______Date:______

My aim: to organise sentences into paragraphs.

A paragraph can be one sentence; it can be many sentences.

Tip A paragraph gathers together ideas that are linked in some way.

Here is a simple story about school. Can you divide it into three paragraphs?

“I can’t do this homework, Mum,” groaned Daisy. She had written My Big Adventure at the top of the page, but she couldn’t think of a thing. Nobody in Ditchwater Avenue ever had adventures. Next day in school, she was sitting chewing her pencil when she heard a roaring noise. At first, she thought it was William’s stomach, and gave him a funny look. But the ear-splitting rumble was getting louder and it was right overhead. A helicopter was landing in the playground. Its whirring blades blew leaves off the trees and ruffled the children’s hair. To everyone’s amazement, the whole class, six at a time, were invited aboard. Daisy was speechless as she flew over her house and waved to her Mum. At last, she thought, I’ve had an adventure.

Paragraphs in stories aren’t numbered and don’t have headings, but these might help: Paragraph 1 At home …………………………………..…………………………………………………………………………………………………..………………………………………

…………………………………………..…………………………………………………………………………………………………………………..………………

…………………………………………………..……………………………………………………………………………………..……………………………………

…………………………………………………………..……………………………………………………………………………..……………………………………

…………………………………………………………………..………………………………………………………………………………………………..…………

………………………………………………………………………………………………………………………………………………..……………………………..

Paragraph 2 At school ......

………………………………………………………………………………..………………………………………………………..……………………………………

………………………………………………………………………………………..…………………………..…………………………………………………………

………………………………………………………………………………………………..……………………………………………………………………………..

………………………………………………………………………………………………………..……………………………………………………………..………

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Paragraph 3 Playground ......

…………………………………………………………………………………………………………..……………………………..…………………………………...

…………………………………………………………………………………………..……………………………………………………………………………………

……………………………………………………………………………………………………………..…………………………………………………………………

………………………………………………………………………………………………………………………..………………………………………………………

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Name:______Date:______

Challenge: to organise my ideas into paragraphs.

It helps if, once you’ve collected ideas for your story, you organise your

Tip interesting words (nouns, verbs, adjectives) or any phrases or sentences into boxes. They will become your paragraph s when you write it all out.

Paragraph 1 – The Beginning – just an ordinary day at ……………………………………………………………..……………………………… Words Phrases Sentences

Paragraph 2 – The Middle – something unexpected happens: ...……………………………………………………….………………….. Words Phrases Sentences

Paragraph 3 – The Ending – how does it all work out? ...... Words Phrases Sentences

Suggestion Box Did I hit my target?

Check your aim

Name:______Date:______

My aim: to use dialogue in order to grab the reader’s attention.

Think of adventure and mystery stories you like. Does the author start like

Tip this? Once there was a boy and girl… Probably not. Dialogue can be a very dramatic way of starting an adventure or mystery story.

EXAMPLE: “Did you hear that?” whispered Ben, nervously crossing the moonlit room.

Use this word order to plan some story openers. Here are some ideas, but you could add some of your own. Remember speech marks and correct punctuation.

What was said? How was it Who said it? What was Where? said? happening? “Did you hear that?” whispered Ben crossing the moonlit room. “What was that whimpered Ellen shivering in the damp dungeon. noise?” snarled the detective stumbling in the dark street. “I don’t like this!” grumbled the teacher staring at the art area. “Whose idea was this?”

My Story Openers:

1. ………………………………………………………………………………………………………………………………………………………………………………...... …………....

………………………………………………………………………………………………………………………………………………………………………………………...... …....

2......

......

3. …………………………………………………………………….……………………………………………………………………………………………………………………......

……………………………………………………………………………………………………………………………………………………………………………………………......

Did I hit Suggestion Box my target?

Check your aim

Name:______Date:______

My aim: to avoid repetition in adventure stories.

You expect adventure and mystery stories to be exciting, gripping and fast- Tip paced. Too much repetition will slow things down.

EXAMPLE: After an hour of digging a deep hole in the sand, and surrounding herself with piles of sand, Sally was about to give up when she pushed her spade into the sand and struck something hidden in the sand.

Too much sand! There are a number of ways of improving this. You could just write:

After an hour of digging, Sally struck something hidden in the sand. OR Sally was about to give up when her spade struck something hidden in the sand.

There is too much repetition in these sentences. Can you improve them?

1. The creaky old door slowly creaked open and they were able to go in through the door.

……..………………………………………………………………………………………………………………………………………………………………………………………….…

2. An angry, growling guard dog suddenly appeared unexpectedly and growled angrily at Joe.

……..……………………………………………………………………………………………………………………………………………………………………………………….……

3. Inside the wet, dripping cave, their footsteps echoed in the cave.

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4. As Myra lifted the lid of the treasure chest, under the lid she saw the pirate’s treasure.

.…………………………………………………………………………………………………………………………………………………………………………………………………..

5. James wished he’d never come, because when he agreed to come, nobody had said they might meet the ghostly rabbit.

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Did I hit my target? Suggestion Box

Check your aim

Name:______Date:______

My aim: to improve my writing by choosing better synonyms.

Synonyms are words that have similar meanings. Making good word Tip choices will make your stories more exciting to read.

Here is Part 1 of the story of Theseus and the Minotaur. Liven up this legend by using some of the exciting adjectives, verbs or adverbs in the boxes, or some of your own.

On the island of Crete, there once lived a king named Minos, who, year after year, attacked Athens. Eventually, King Minos agreed to leave Athens alone, if, every nine years, he were sent seven boys and seven girls. They were to be eaten by the Minotaur, a monster living at the centre of a maze. When the time came, Prince Theseus told his father, “I will go and find a way to kill the monster.”

Adjectives Verbs Adverbs terrifying sunless grim destroy overpower carefully regularly creepy gloomy shadowy driven devoured fearlessly unhappily beautiful savage innocent announced insisted silently unwillingly cruel evil brutal powerful offered herded firmly reluctantly underground bloodthirsty hurled overwhelm constantly successfully

Did I hit Suggestion Box my target?

Check your aim

Name:______Date:______

Challenge: to improve my writing by choosing better synonyms.

Synonyms are words that have similar meanings. Sometimes their Tip meanings are not exactly the same, so you have to choose carefully.

Part 2: Theseus and the Minotaur. Colourful adjectives, verbs or adverbs will improve this.

They arrived on the island. Theseus left the palace and met Princess Ariadne. She gave him a sword and a ball of string. Next morning, the children, including Theseus, were taken to the maze. Following Ariadne’s instructions, Theseus tied one end of the string to the entrance and went into the maze alone. He met the beast. Its roar was scary. The Minotaur was strong but Theseus killed it with his sword. Following the string back to the entrance, he escaped. Adjectives Verbs Adverbs horrifying revolting bold fastened offered secretly silently courageous detailed ugly encountered sounded incredibly extremely strange grotesque brave strode insisted slew slowly instantly menacing threatening appeared triumphed suddenly speedily chilling endless cunning tiptoed escorted trapped fortunately eventually

Did I hit Suggestion Box my target?

Check your aim

Name:______Date:______

My aim: to rearrange word order to maintain the rhythm of a performance poem.

The number of beats in a line of poetry is important when you are

Tip performing it. To get the same number of beats in each line, you might need to change the order of the words or replace one word with another – one that has a different number of syllables.

There are eight beats in each line of this poem. They are in bold so you can count them as you clap out the rhythm. This poem has The Fancy Dress Party endless possibilities. Add Uncle Freddie’s dressed like Batman but with wrinkles in his tights. as many new lines Auntie Jessie looks like Rudolph with a hat of Christmas lights. as you like. Clap In the kitchen there are witches dribbling jelly down their frocks. out the rhythm as There’s a panda on the landing, standing showing off its sock. you say it. If a phrase like sitting ………………………………………………………………………………………………………………………………………………………….… room is too long,

……………………………………………………………………………………………………………………………………………………………. experiment. Basement, cellar, ……………………………………………………………………………………………………………………………………………………………. attic or hall might

……………………………………………………………………………………………………………………………………………………………. fit better. If unicorn or ……………………………………………………………………………………………………………………………………………………………. Minotaur is no

……………………………………………………………………………………………………………………………………………………………. good, try monster or creature, or use ……………………………………………………………………………………………………………………………………………………………. a one-syllable

……………………………………………………………………………………………………………………………………………………………. word like slug instead.

RHYMES: If you’re searching for rhyming words, go through the alphabet. If, for example, I wanted a word to rhyme with prize, I’d start with A, B, C, D, E, F, G and continue looking for interesting, funny words or phrases. That would give me: butterflies, buys, cries, coconut shies, dies, dries, denies, despise, eyes, flies, fries, fantasise, goodbyes and lots more.

Did I hit my target? Suggestion Box

Check your aim

Name:______Date:______

My aim: to use powerful images to create a shape poem.

Poetry lets you play with words. In a shape poem, words are arranged to Tip fit a particular shape. It depends on the title. Set your imagination free!

Think of words you associate with colours; not just the usual ones (though they might be helpful) but some unusual words. Make up some new adjective phrases! red scorching red sunburnt-face red

orange bonfire orange goldfish orange

yellow banana-skin yellow buttercup yellow

green lettuce-leaf green caterpillar green

blue deep-water blue soaring-bird blue

COLOUR CHART: Keep a record of how to make each colour:  Draw a 4cm square on paper.  Fill in the square using a felt tip pen or coloured pencil.  Underneath or at the side, write an explanation of how you made that colour. For example: To make sunburnt-face red, invite your favourite uncle to Spain on the hottest day of the year and give him chilli for breakfast. Suggestion Box  Do this for each colour.

The next step is to draw a rainbow shape and fill it with all the colourful words and phrases you’ve created.

Name:______Date:______

My aim: to use powerful images to create a shape poem.

In this shape poem, words can be arranged to fit this flowing shape. Verbs Tip ending in ing can create moving pictures in the reader’s mind.

To create a poem about water, enlarge the pattern on the right or draw your own whirlpool shape. Here are some ideas to get you started. Think up more of your own, especially those verbs ending in ing.

1. Watery words: whirling and swirling tickling fishes trickling and swishing rushing and gushing

2. Feelings: streaming, dreaming, gleaming playing and picnicking sky storming glistening clouds flying listening to faraway crowds Add prepositions 3. River animals: kingfishers diving over under beneath on inside moorhens nesting below above beside along children splashing outside near from into around

Develop your ideas and add it to your water shape. For example: angry rainclouds above the turning Earth kingfisher diving through the daydreams of fish

Suggestion Box Did I hit my target?

Check your aim

Name:______Date:______

My aim: to organise facts clearly to help the reader.

Factual information should be easy to read like a page of a non-fiction Tip book. Use a title and subheadings to organise your facts.

Here are some facts about the Celts, Roman soldiers and wealthy Romans. The information is all mixed up. Put the facts into a better order, with a title and three subheadings.

Women weren’t allowed in the army. The Celts lived in wooden houses with thatched roofs. Roman soldiers had to be male and at least 20 years old. Wealthy Romans lived in large, stone-built houses called villas. The Early Britons were called Celts. They were ruled by chiefs, who built hilltop forts to defend themselves. They had to be fit to be able to march as much as 20 miles a day in their heavy armour while carrying their equipment. Villas had mosaic floors, hot baths and central heating.

......

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……………………………………………………………………………………………………………………………………………………………………………………..………….………

………………………………………………………………………………………………………………………………………………………………………..……………………….………

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Suggestion Box Did I hit my target?

Check your aim

Name:______Date:______

My aim: to use imperative verbs when writing instructions.

Sentences that are instructions do not need a subject. Instead, they begin Tip with an imperative (bossy) verb: Pour the water. Add the milk. Mix well.

Here are my instructions: How To Write Instructions

You will need to:  start with a title  describe the equipment needed  provide a list of ingredients  use bullet points or numbers to describe the steps in the right order  use imperative (bossy) verbs  use the present tense  draw a diagram or flow chart if necessary.

Write a set of instructions on how to turn your best friend into a frog. What equipment would you need? What disgusting ingredients might be useful? Newt-flavoured toothpaste, chocolate made of mud, snail slime?

……………………………………………………………………………………………………………………………………………………………………………..…

Did we hit our target? Suggestion Box

Check your aim

Notes

TERMINOLOGY Term Meaning Some Examples adjective Although they are often referred to as describing yellow, frantic, busy, excited words, verbs and nouns are also very descriptive. NB The job being done by the word is what The function or job of an adjective is to add extra matters. descriptive information to the noun. Common ground. Here common is an adjective. The village common. Here common is the name of something – it is a noun. adverb Although sometimes described as ly words, this slowly, fast, together, very, silently can be confusing and is also wrong. Adverbs add (not friendly, lively, lovely, weekly) further descriptive information to a verb or an She runs fast. Fast is an adverb describing how adjective. she runs. She is very tall. Very is an adverb describing how tall. apostrophe An apostrophe shows that a letter or letters are Where’s the cat? is a shortened version of Where missing, or indicates possession. is the cat? The cat’s food indicates that the food belongs to the cat. The cats’ food would indicate that the food belongs to more than one cat. clause A clause is part of a sentence that contains a verb; We lost the dog. This is a clause as well as a so it could be a simple sentence on its own. simple, stand-alone sentence. We lost the dog, but it returned. This consists of two clauses with a verb in each. comma A comma separates words in lists, phrases or I need an apple, two pears, a banana and some clauses to make it easier for a reader to grapes to make a fruit salad. understand the meaningful building blocks of a At midnight, the clock struck, sending a shiver sentence. down my spine. conjunction A conjunction links words, phrases and / or and, but, or, so, because, although, if clauses to other parts of the sentence. connective A common term to describe a whole range of Although it was snowing, our teacher, who is an conjunctions, prepositions, adverbs and relative expert igloo builder, told us not to worry about pronouns that are used to connect parts of a the cold, because we would warm up soon. sentence. determiner A determiner stands in front of a common noun a, an, the, those, this, some, many, few, several, (or an adjective describing that noun) in order to my, our, your, his, her, their show how specific that named thing is. direct speech These are the exact words used by a speaker and “I’d like a cup of tea, please,” the customer are contained within speech marks. replied. imperative The form of the verb that gives instructions or Be good. Play quietly. Add an egg. commands. It is the same form as the infinitive. The subject is not stated but is assumed to be ‘you’. main clause The main clause makes sense on its own. It She smiled when she saw the kitten. doesn’t necessarily come at the beginning of a When she saw the kitten, she smiled. sentence. A simple sentence consists of a main clause without a subordinate clause.

noun Nouns are usually referred to as ‘naming words’, On Saturday, when Jack received his present, he and are the subject or object of a verb, or was overwhelmed by his grandmother’s kindness. preceded by a preposition. NB The job being done by the word is what matters. Here Saturday is a noun. But: A Saturday job. Here Saturday describes job and so it is an adjective. object The object of a verb is the noun or pronoun being She kicked the ball. It hit him. acted upon by the verb. plural The plural of something named by a noun refers Often indicated by adding an s. But there are to more than one example of that noun. A plural many exceptions: children, flora, men, geese,

subject will affect the form of the verb that mice, wolves, sheep, oxen. follows. Nouns and verbs must ‘agree’. The man dances. The men dance. prefix A prefix is a letter or letters added to the unhappy, intolerant, irregular, illegal, supernova, beginning of a word, changing its meaning. automobile, remind, disconnect, mislead, transport, television. preposition A preposition links a noun or pronoun to the rest in, inside, outside, on, under, near, below, behind, of the sentence, often in terms of where or when after. some action takes place. They jumped into the pool. pronoun A pronoun, as the name suggests, stands in place She found it. of a noun. As subjects: I, you, he, she, it, we, they. As objects: me, you, him, her, it, us, them. As possessive pronouns: my, mine, your, yours, his, her, hers, its, our, ours, their, theirs. punctuation The role of punctuation is to organise letters, Full stop, question mark, exclamation mark, words, phrases and sentences into a meaningful capitalisation, comma, apostrophe, colon, order to help the reader make sense of a text. semicolon, brackets, speech marks, hyphen, dash, bullet points, ellipsis. root word The root word is the basic meaningful form of the reader, teaching, unhelpfully, especially, artist word to which prefixes and suffixes can be added. sentence A group of words that, by containing a verb, make He laughed. This is an example of a simple sense. A sentence begins with a capital letter and sentence. A complex sentence might be: Despite ends with a full stop, question mark or finding himself in a storm without an umbrella, he exclamation mark. laughed. singular A noun or pronoun indicating one of its kind. If it child, woman, goose, mouse, wolf, sheep, chair is the subject of a sentence the form of the verb The woman laughs. The women laugh. will also take the singular form. speech marks Punctuation used to indicate what is actually said. “What’s that?” he said. Other punctuation, such as the full stop, comma, question mark or exclamation mark that is part of He said, “What’s that?” what is said is contained within the speech marks. A comma is used to introduce the spoken part of a sentence. subject The subject of a sentence is the person, place, The horse jumped the fence. thing, or idea that is doing or being something. The ball was kicked over the fence. I am tired. The weekend came round quickly. Peace of mind is important. subordinate Part of a sentence, introduced by a conjunction or Because it was raining… contains a verb but does clause relative pronoun that has a subject and a verb of not make sense on its own; nor does …that Jack its own but does not make sense by itself. built. suffix Part of a word added to the end of a root word, childish, careless, wonderful (nouns to adjectives) often, but not always, changing it from one word justice (adjective to noun) class to another. assistant (verb to noun) kingdom (noun to noun) synonym Synonyms are words with identical or similar fast – quickly, buy – purchase, big – huge meanings. tense Tense is indicated by the changing form of the I walk. I am walking. verb showing that something is happening now in I walked. I was walking. I have walked. the present, happened in the past, or will happen I will walk. I will be walking. in the future. + other more specific forms. verb A verb describes an action or a state of being. I run. I am. word family Words that are related to each other in terms of teach, teaching, teacher their meaning, spelling and grammatical use. film, filming, filmgoer family, familiar, familial

ANSWERS

PAGE 8 – to put words into alphabetical order.

acrobat bicycle carrot dynamite kitchen mustard pepper ship table

chestnut climber clown coconut cook cowboy crow crumb custard

PAGE 10 – to recognise members of a word family. Root Word Members of the Word Family

life lifeless lifeguard lifestyle live lives living lived lively livelihood COMMON EXAMPLES: action active actively activity activities activate act actor actress acting acted react reaction inactive played playing player playful playpen playgroup playhouse playlist play playmate playground plaything playschool playtime passed passing passer-by passage passageway passbook passenger pass passport passkey password trespass passable

Which word is not a member of the word family?

1. family – families famous familiar unfamiliar familiarity 2. run – running ran runner-up ruin runway 3. sense – sensible sensitive sentry sensational senseless

4. phone – phoney telephone microphone xylophone headphone

5. take – caretaker stake takings takeaway taken 6. sing – singing singer single song singsong 7. heat – heater heating pre-heat heather heated

PAGE 13 – to identify adjectives. The Three Billy Goats Gruff In a green valley, there lived the Three Billy Goats Gruff. During the long days of summer, they liked nothing better than to feel the warm sun on their faces and the gentle breeze in their curly beards. Most of all, their favourite sport was to run in the swaying grass, and, of course, eat it. The smallest billy goat was the fastest, because he was very fit. The biggest billy goat was the oldest and slowest, but he was very strong. The middle-sized billy goat was the tallest and the most curious. He was able to see as far as the beautiful meadow on the other side of the rickety bridge and wonder if the grass tasted sweeter there.

Complete these comparisons:

big bigger biggest short shorter shortest small smaller smallest long longer longest tall taller tallest loud louder loudest sweet sweeter sweetest wild wilder wildest

PAGE 14 – to experiment with adjectives. Adjective Opposites (antonyms) happy COMMON EXAMPLES: unhappy sad gloomy miserable depressed cheerless glum dejected wretched dismal discontented noisy quiet silent faint still peaceful soft soundless inaudible mute speechless unspoken hushed muffled whispered delicious disgusting sour rotten tasteless uncooked burnt unappetising inedible stale bitter undrinkable overripe revolting enormous small tiny microscopic miniature little undersized slight minute short compact modest unimportant humble speechless vocal eloquent talkative noisy loud audible bellowing deafening ear-splitting shrill stormy calm tranquil still sunny cloudless fair dry scorching summery rosy glorious balmy scared brave courageous bold heroic willing adventurous valiant gallant daring spirited defiant

boring exciting hair-raising thrilling spine-chilling dramatic stirring moving gripping rousing overwhelming sensational enjoyable

PAGE 16 – to know when to use a and an. a rubber a pencil an aeroplane an elephant a bungalow a pig an igloo a boomerang a pyramid a lollipop an octopus an umbrella

in half an hour

a house of straw

this is an opportunity

a once-in-a-lifetime opportunity

he is an RAF pilot

she is an MI5 spy

there’s a UFO

it’s an unidentified flying object

we have a united team

Can you correct the mistakes in this nonsense poem?

When an astronaut’s tune encircled the moon as full as an empty plate, I spotted an owl who let out a howl as it danced on a hot ginger gate. It hopped on one leg as it laid a new egg and sang an old song to the stars. It played an ice banjo like Coco in Cairo, then hopped on a rocket to Mars.

PAGE 17 – to understand what a prefix is and to recognise some common prefixes. Wrong Correct unpossible impossible intrust distrust noncertain uncertain discorrect incorrect imtoxic non-toxic

Root un dis in im non Word stop non-stop appear disappear healthy unhealthy sane insane patient impatient polite impolite kind unkind stick unstick non-stick qualify disqualify visible invisible

PAGE 18 – to understand what a prefix is and to recognise some common prefixes.

Odd One Out! Circle the six words that don’t start with a prefix meaning not.

unhelpful disagree impossible nonsense imagine insect incorrect until

distance unwell disobey uncle unfortunate unaware interest

PAGE 20 – to identify and use other prefixes.

super means: anti means: auto means: above, over, outstanding, against, opposing self, same exceptional, greater than normal examples: examples: examples: anticlimax, antibiotic, antidote, autobiography, autocrat, superglue, superhero, superman, anticlockwise, antihero, autograph, automatic, autopilot, superhuman, supermarket, antimatter, antiseptic, antisocial automaton, automobile supernatural, supernova, superstar, supersonic

PAGE 21 – to identify and use the suffixes: ful and less. full of joy – joyful doing no harm – harmless full of fear – fearful having no teeth – toothless having lots of power – powerful out of breath – breathless

PAGE 22 – ‘ful’ Word Search 1. Not good at remembering things. forgetful 2. Being very honest. truthful 3. This is going to hurt. painful 4. An amount of milk for tea or coffee. jugful 5. Not as much as Clue 4. cupful 6. This much sugar helps the medicine go down. spoonful 7. Finding it difficult to sleep. wakeful 8. You can rely on man’s best friend to be this. faithful 9. Kittens are known for being like this. playful 10. Saying ‘thank you’ when you receive a present. grateful 11. When Mum or Dad are washing up, it’s good to lend a hand. helpful 12. This is how I might describe a bad experience. awful 13. Being sad and feeling like crying. tearful 14. This could describe tools. useful 15. This is a description of the magic of wizards. powerful

PAGE 23 – to identify and use the suffix: ly.

1. The passengers held their breath when the taxi driver drove dangerously close to the edge of the cliff. 2. Jack felt really upset when an older boy pushed in front of him in the queue. 3. The children were very friendly to the new girl in the class. 4. The ambulance zigzagged slowly through the traffic, but managed to get to the hospital eventually. 5. Ella wasn’t behaving very sensibly, but luckily for her nobody noticed. 6. Personally / Usually, I love Fridays, because that’s when I buy my weekly magazine.

PAGE 25 – to recognise and use adverbs.

1. He opened the mysterious box with care. Carefully, he opened the mysterious box. 2. I phoned the wrong number by accident. I accidentally phoned the wrong number. 3. The door creaked open all of a sudden. Suddenly, the door creaked open. 4. The Olympic athlete wore his medal with pride. The Olympic athlete proudly wore his medal.

PAGE 28 – to revise the correct use of capital letters and full stops.

1. The cat called Matt sat in the hat. 2. On Saturday, I watched a clown balance on a tightrope. 3. The sun appears to travel from east to west. 4. Mr West lives in East Anglia.

PAGE 29 – to check for missing capital letters and full stops.

John Smith called the police last night when he heard a loud bang. He woke up his neighbours.

In his pyjamas, he ran round and round. On the television the newsreader told everyone to keep calm.

His front doorbell rang. Mrs Smith raced downstairs in a panic.

The lightning crashed. Through the window, everyone watched the storm in safety.

harry like in dress play a to school the penguin up has Harry has to dress up like a penguin in the school play. loves my with hamster his to pet stuff peanuts face tarzan My pet hamster, Tarzan, loves to stuff his face with peanuts. embarrassed saw bought carla her nan when felt socks had she the tartan her for Carla felt embarrassed when she saw the tartan socks her nan had bought for her.

PAGE 30 – to check for missing capital letters and full stops. An adult skeleton has 205 bones. Because the skeleton is rigid and strong, it protects your heart, brain and other internal organs. It enables you to stand upright and move. Without it you wouldn’t be able to scratch your head, kick a ball or eat your dinner. Our largest bone is the femur and the smallest bone is the stirrup, which is found inside the ear.

PAGE 31 – to compare different types of sentence.

Jack and the Beanstalk

STATEMENTS COMMANDS QUESTIONS EXCLAMATIONS I’m not looking for golden eggs. Put it down now. What are you doing here? Oh, no, it’s a giant! I’ve no idea how that got there. Ssh, don’t say anything. Are you sure? Help! I’m being chick-napped! I’m going to lay a golden egg. Quick, fetch a frying pan. What’s that under your arm? I don’t believe it! Get your own breakfast. Where’s mine?

PAGE 32 – to punctuate sentences correctly.

1. Would you like to come to my birthday party ? 2. My little brother is so annoying . 3. Hooray, it’s the summer holidays ! 4. What time does the match start ? 5. Don’t feed the monkeys . 6. Add a spoonful of sugar . 7. I’ve lost my front door key . 8. Do you like netball ? 9. We are the champions ! 10. Our team won every match . 11. Look out !

Statement Question Your mother makes good cakes. Does your mother make good cakes? Zoe’s favourite game is tag. Is tag Zoe’s favourite game? OR Is Zoe’s favourite game tag? The blue whale is the biggest mammal. Is the blue whale the biggest mammal? OR Is the biggest mammal the blue whale? This is the shortest route to Rome. Is this the shortest route to Rome? I am going to the cinema on Saturday. Am I going to the cinema on Saturday?

PAGE 33 – to identify the subject and object of a simple sentence. Sentence Subject Object The clown juggled the plates. clown plates The teacher clicked the mouse. teacher mouse The snake ate the birthday cake. snake cake

Jane scored a goal at last. Jane goal Harry carefully drew a pirate. Harry pirate The magician produced a dove out of a hat. magician dove

Sentence Subjects Objects Mum carried the baby, while Dad picked up the Mum Dad baby pushchair pushchair. I washed the car and my sister hoovered the I sister car seats seats. My brother loves pizza, but my sister prefers brother sister pizza spaghetti spaghetti. The dragon attacked the knight, so the knight dragon knight knight shield raised his shield.

PAGE 34 – to recognise common and proper nouns. When the teacher, Miss West, opened the door and stepped into the classroom, she thought there was some sort of problem. All the children were busy writing in their English books. No one was looking out of the window. Sanjay wasn’t complaining that Nigel had taken his rubber. The twins, Kathy and Barney, weren’t having an argument about the name of their hamster, the colour of their shoes, or the cheese in their sandwiches. Miss West began to think that this was the most hard-working class in the whole of Hawthorn Primary School. Then came the surprise. Jemima and Lin suddenly jumped up, produced an enormous birthday card, and started to sing, ‘Happy Birthday to You’. Common Nouns Proper Nouns teacher door classroom problem children Miss West Sanjay Nigel Kathy Barney Miss West books Hawthorn Primary School Jemima Lin window rubber twins argument name hamster colour shoes cheese sandwiches class whole surprise card Birthday (capital letter - not because it is a proper noun, but because it is part of song title.)

PAGE 35 – to understand how to change singular nouns to plural. Change the singular nouns to plural:

1. The slug ate the strawberry. The slugs ate the strawberries. 2. The child counted the sheep. The children counted the sheep. 3. The kitten played with the sock. The kittens played with the socks. 4. The rocket reached the planet. The rockets reached the planets. 5. The witch had a nightmare. The witches had nightmares.

1. My brother loves to bake a cake. My brothers love to bake cakes. 2. The Greek god throws a lightning bolt. The Greek gods throw lightning bolts. 3. My friend was late for his dinner. My friends were late for their dinner(s). 4. The seagull was eating my sandwich. The seagulls were eating my (our) sandwiches. 5. This is a drawing of an ancient Egyptian. These are drawings of ancient Egyptians. 6. This pound coin was under my pillow. These pound coins were under my pillow(s). 7. That detective is the one who solves the mystery. Those detectives are the ones who solve the mysteries. 8. Whenever a dog sits up and begs, you know it is time to give it a biscuit. Whenever dogs sit up and beg, you know it is time to give them biscuits.

PAGE 36 – to recognise and use pronouns.

Imelda Potts was the lady who owned the sweet shop on the corner. In her spare time, however, she was a witch. Behind her counter was a shelf, and, on it, there was a row of dusty books full of really annoying spells. She used them to play tricks on children. Whenever they went into her shop, they had to be on their guard. She could make jelly babies jump out of their bag and sneak back into the shop. She could even turn the pictures in comic books upside down, so that when Jake bought one, he had to stand on his head to read it.

PAGE 37 – to identify the verbs in a sentence.

1. I fell off my bicycle yesterday. 2. Friday is the day I go for a sleepover with my friends. 3. Unfortunately, it rained on my birthday. 4. What is the answer to this maths problem? 5. Tonight, for a change, I will eat my dog’s homework.

There is more than one verb in these sentences. Can you circle them?

1. I am staying at home today because I feel sick. 2. I gasped when I saw the white rabbit looking at its watch. 3. My umbrella blew away in the storm and I walked home soaking wet. 4. I hope I remember to bring my PE kit to school next week. 5. When I tagged my friend, she said it was too late because the bell had rung.

Look at this list. Circle the words that are not verbs. (Horse could be a verb as in: horsing around.) when sing kitten hungry balance disappear computer expensive won organise gigantic finish grandfather pantomime horse share misbehave

PAGE 38 – to identify the verbs in a sentence. gathered took I love to play tag at breaktime. begin rang collected felt When it’s time for lessons to begin, the bell rings. play stand remember If I drop litter, I pick it up right away. pick drop bring brought Our class collected lots of money for charity. bought phoned unpack forget I mustn’t forget my packed lunch on Monday. changed wrong rings take was I was sick last week so my mum phoned my teacher. phones began

A word that isn’t a verb: wrong

PAGE 39 – to change the tense of verbs.

Past / Yesterday Present / Now Future / Tomorrow The dog barked at the fireworks. The dog barks at the fireworks. The dog will bark at the fireworks. The cat was running very fast. The cat is running very fast. The cat will be running very fast. The cow jumped over the moon. The cow jumps over the moon. The cow will jump over the moon. The pig performed a backflip. The pig performs a backflip. The pig will perform a backflip. The monkey dangled from the branch. The monkey dangles from the branch. The monkey will dangle from the branch. The crocodile was smiling. The crocodile is smiling. The crocodile will be smiling.

TEST YOURSELF: Correct these mistakes.

1. Next week, I was taking part in the final of a football match. Next week, I will be taking part in the final of a football match. 2. Three years ago, I am having a wonderful holiday in Spain. Three years ago, I had (was having) a wonderful holiday in Spain.

PAGE 40 – to change the tense of verbs.

Jack was sitting at the window with his pet hen, Nellie. He could see a castle in the clouds. He asked his mother if that was where the giant lived. His mother nodded sadly and explained that the giant stole food from the village. Jack watched their one and only cow, Clara, munching the grass outside. He began to daydream about fighting the wicked giant, when suddenly there was the thud of heavy boots, a quick ‘moo’ and Clara disappeared. This was the moment that Jack decided to sort out the terrible giant once and for all. When he saw how enormous the giant was, however, he wondered if hiding under the bed with his teddy bear might be a better idea.

PAGE 41 – to keep the same tense throughout a piece of writing.

Yesterday, I dragged myself to the dentist, wishing I had not eaten so many sweets last year. First of all, it was Christmas. I got so many boxes of chocolates, I could have stacked (was able to stack) them up like a tower. I could have built a wall with them! Then came Easter. I had to move to another room because my bedroom was so full of Easter eggs. My birthday arrived shortly after. Guess what I got? Some plastic false teeth. When I turned the key, they chattered across the table.

PAGE 42 – to change irregular verbs to the past tense. Present Past Past (with ‘have’ or ‘has’) I begin to run. I began to run. I have begun to run. I blow out the candles. I blew out the candles. I have blown out the candles. We break the record. We broke the record. We have broken the record. I bring my sister to school. I brought my sister to school. I have brought my sister to school. We catch the train. We caught the train. We have caught the train. You draw a picture. You drew a picture. You have drawn a picture. I eat all my sprouts. I ate all my sprouts. I have eaten all my sprouts. They lose the game. They lost the game. They have lost the game. I pay the bill. I paid the bill. I have paid the bill. We swim in the sea. We swam in the sea. We have swum in the sea. I take my time. I took my time. I have taken my time. She tears off the wrapper. She tore off the wrapper. She has torn off the wrapper. I think about going out. I thought about going out. I have thought about going out. He wears his best clothes. He wore his best clothes. He has worn his best clothes. He writes his name. He wrote his name. He has written his name.

PAGE 43 – to fit the verb to the subject.

1. The Himalayas are in Nepal. 2. The teacher has found my pencil. 3. The capital city of France is Paris. 4. Inside the Earth’s core, there is molten rock call magma. 5. If scientists discover evidence of life on Mars, I will jump for joy. 6. Polar bears live at the North Pole, while penguins are to be found at the South Pole. 7. We are taking our dog, Barney, on holiday with us, because he loves to run into the waves.

PAGE 44 – to recognise and use prepositions. near the box on the box by the box in the box inside the box outside the box in front of the box behind the box beneath the box under the box underneath the box above the box alongside the box (not) far from the box

Verbs and prepositions (Note: when used with verbs in this way, these are technically known as particles – Year 3 children don’t need to know this.)

1. Do you know about healthy eating? with by

2. Food can be divided into different groups. from on in

3. Seventy per cent of the body is made up of water. about

4. What do you have for breakfast? of to

5. Carry out a survey of crisp-eating in your classroom. for up

6. It’s important to choose from each of the food groups. across

7. It’s much better to replace chips with pasta or rice. after

8. Use the Internet to look up food facts. out into

9. This will help you get into good shape. between

over under

PAGE 45 – to recognise and use prepositions. Answer these questions and underline the preposition in your answer.

1. Where did the cow jump? Over the moon. 2. When does Santa come? At Christmas. 3. When do you brush your teeth? Before bed / school. After breakfast. At night. In the morning. 4. Where do moles live? In holes in the ground. Under the ground. 5. Where did the Three Billy Goats Gruff go? Over / Across the bridge. To / Into the meadow. 6. Where is the line drawn in this sentence? Under the word ‘line’.

Circle all the prepositions used in this information about plants.

Plants in Your House

How much do you know about house plants? If you want them to grow well, would you keep them on a windowsill, under the bed, or in the kitchen by the fridge? Should you pour water on to their leaves or around the stem near the roots? Some plants do not like the cold weather. It is better to bring them inside the house, keep them in the greenhouse, or put bubble wrap over them until spring. It is common for insects like greenfly to damage leaves. Do you think it is better to spray the leaves with pesticide, spray them with soapy water, or pick the greenfly off the plant by hand? If your house plant makes it through the winter months and fends off the greenfly, at some time, it will need to be put into a bigger pot. I hope you have found this information about the care of plants useful.

PAGE 47 – to revise conjunctions: and, but, or, so. Choose three sentences from each box and join them with one of the conjunctions in the middle.

The tiger had already eaten. He did not attack me.

Jack loved carrots. and He felt very sleepy.

Jess had a choice of playing guitar. He didn’t like tomatoes. The hockey player missed penalties. but She practised every day.

My pet hamster was always hungry. or It thought it must be lunchtime.

Lin came second in the race. so She was very disappointed. The cricketer batted all morning. She could go outside.

There are several possible combinations:

1. The tiger had already eaten so he did not attack me. 2. The tiger had already eaten and / so he felt very sleepy. 3. Jack loved carrots but he didn’t like tomatoes. 4. Jess had a choice of playing guitar or she could go outside. 5. The hockey player missed penalties so she practised every day. 6. The hockey player missed penalties and / so she was very disappointed. 7. My pet hamster was always hungry but he did not attack me. 8. My pet hamster was always hungry but he didn’t like tomatoes. 9. My pet hamster was always hungry and / so it thought it must be lunchtime. 10. Lin came second in the race so she practised every day. 11. Lin came second in the race and / so she was very disappointed. 12. The cricketer batted all morning and / so he felt very sleepy. 13. The cricketer batted all morning but she was very disappointed.

PAGE 48 – to use stronger conjunctions: because, as, when, while. 1. Everyone waved their flags when / as the Queen drove by. 2. Tom’s sister, Jen, stood on a box while Tom sat on the ground. 3. Tom missed all the excitement because / as there were crowds of people in front of him. 4. He trudged home feeling miserable because / as he hadn’t seen the colourful parade. 5. Jen told her parents all about it while Tom said nothing. 6. He slumped in front of television when / as the news programme started. 7. He couldn’t believe his eyes when he saw himself on the news throwing his flag away.

PAGE 49 – to use stronger conjunctions: although, if.

1. Although I said I love snakes, I shrieked when one slithered towards me. 2. If I could dangle from a tree, everyone would think I was a monkey. 3. Although the shapes in the river look like logs, they are really alligators. 4. Although hippos may be big and slow, they are dangerous and can run fast. 5. If it’s true that skunks smell awful, why are they so friendly to each other? 6. Although I think gorillas are amazing, I wouldn’t like to come face to face with one.

PAGE 52 – to replace then with stronger time connectives.

There are various opportunities for replacing then with after that, next, meanwhile, immediately, suddenly, etc. More adept pupils might be encouraged to combine sentences. For example: After they ran to the shopping mall, where they spent their pocket money on magazines and sweets, they phoned home and chatted to Dad.

PAGE 54 – to identify the main clause in a sentence. Does this make sense on its own? YES NO before I came home  although I hate chocolate  I laughed out loud  the nightingale sang  when the bell rang  his name is Freddie 

Underline the main clause in each of these sentences:

When we were playing hide and seek, my sister, Zoe, hid in her bedroom. I searched everywhere but couldn’t find her. After five minutes had passed, I heard a growling noise coming from her cupboard. I crept up to the door because I wanted to surprise her. Immediately, I opened the door, but all I found was her wind-up teddy. Although she tried to keep quiet, I heard her giggling under the bed. She got a surprise when I started to bounce up and down on the bed. When I told her she could have some of the treasure I found, she didn’t believe me. If I ever do find some pirate treasure, I plan to share it with my pet mouse.

PAGE 56 – to make sentences more interesting by adding subordinate clauses.

1. Although the wind howled, I pushed open the castle door.

2. When the door slammed shut behind me, I felt scared.

3. Even though my heart pounded, I continued.

4. If I were to solve the mystery of the ghostly green light, I would have to go on.

5. Because bats were fluttering everywhere, it was difficult to find my way.

6. As I climbed up inside the tower, I heard the sound of chains and footsteps.

7. The moment I reached the top of the tower, I solved the mystery.

8. Ever since he was eight, my brother has been keen on torches and practical jokes.

PAGE 58 – to use commas to separate items in a list. TEST YOURSELF: Following this example, rewrite this account of Teacher’s Bad Day.

While having breakfast, she poured tea on her cornflakes, spread marmalade on herself and toasted her diary.

Leaving her house, she slipped on a banana skin, jumped on the No. 13 bus and went to the wrong school.

PAGE 59 – to use commas to add extra information to a sentence. Using commas to drop in the extra information, turn each pair of sentences into one.

1. The author of War Horse, Michael Morpurgo, visited our school.

2. My best friend, Sam, loves to play tennis.

3. Rome, the capital of Italy, is a beautiful city.

4. Ben Nevis, the highest mountain in Britain, is 1,344 metres above sea level.

5. The netball coach, Miss Jones, comes every Tuesday.

6. The river Nile, the longest river in the world, was central to life in ancient Egypt.

PAGE 60 – to use a comma correctly. By mistake, two sentences have been joined by a comma. Choose different ways of correcting them.

1. Our teacher said that we had to stay in. It was raining. Our teacher said that we had to stay in because / as it was raining. Because / as it was raining, our teacher said that we had to stay in.

2. The new shopping mall was very busy last Saturday. It’s in the centre of town. The new shopping mall was very busy last Saturday because / as it’s in the centre of town. Because / as it’s in the centre of town, the new shopping mall was very busy last Saturday.

3. My friend, Lauren, couldn’t play in the team. She’s our best player. My friend, Lauren, couldn’t play in the team although / even though she’s our best player. Although / even though she’s our best player, my friend, Lauren, couldn’t play in the team.

The following examples show how the meaning can vary depending on the choice of conjunction. 4. Riding on a zip wire is a thrilling experience. It can be 200 metres long. Riding on a zip wire is a thrilling experience, although it can be 200 metres long. Riding on a zip wire is a thrilling experience, because / as it can be 200 metres long. Although riding on a zip wire is a thrilling experience, it can be 200 metres long. While riding on a zip wire is a thrilling experience, it can be 200 metres long.

PAGE 61 – to use an apostrophe when a letter is missing. don’t do not I’m I am shouldn’t should not you’re you are she’ll she will they’re they are where’s where is that’s that is it’s it is we’ve we have he’s he is you’ll you will let’s let us weren’t were not

TEST YOURSELF: Rewrite this conversation using contractions where words have been underlined.

“I didn’t notice you weren’t wearing a suit of armour, Mr Smith, when I came skating round the corner. I shouldn’t have been going so fast.” “That’s all right, Carl. I wasn’t looking where I was going either. I’m fine. Let’s forget it.”

PAGE 62 – to use speech marks. “Hurry up!” snapped Mum, grabbing her coat. What was said? Who said it? How was it said? What were they doing? Hurry up! Mum snapped grabbing her coat

As he produced a treasure map, the pirate whispered, “I’ve got a secret.” What was said? Who said it? How was it said? What were they doing? I’ve got a secret pirate whispered produced a treasure map

PAGE 63 – to use speech marks.

Lucy and Asif at the Cake Sale

“How much are your cakes, Lucy?” asked Asif.

“Five pounds each,” replied Lucy, with a smile on her face.

“Wow!” said / exclaimed Asif.

“I made them myself,” said / explained Lucy.

“That’s still a lot for a cake,” said / pointed out / muttered (etc.) Asif (surprised / shocked).

“I’m only joking,” said Lucy. “They’re twenty pence each.”

“In that case, I’ll have five,” said Asif, grinning. OR “In that case,” said Asif, grinning, “I’ll have five.”

TEST YOURSELF: Put the missing punctuation and capital letters into these sentences:

“Where’s my pencil case?” yelled Joe.

Adele screamed, “That’s my pineapple!”

PAGE 68 – to organise sentences into paragraphs. Here is a simple story about school. Can you divide it into three paragraphs?

Paragraph 1 “I can’t do this homework, Mum,” groaned Daisy. She had written My Big Adventure at the top of the page, but At home she couldn’t think of a thing. Nobody in Ditchwater Avenue ever had adventures.

Paragraph 2 Next day in school, she was sitting chewing her pencil when she heard a roaring noise. At first, she thought it was At school William’s stomach, and gave him a funny look. But the ear-splitting rumble was getting louder and it was right overhead. Paragraph 3 A helicopter was landing in the playground. Its whirring blades blew leaves off the trees and ruffled everyone’s Playground hair. To everyone’s amazement, the whole class, six at a time, were invited aboard. Daisy was speechless as she flew over her house and waved to her mum. At last, she thought, I’ve had an adventure.

PAGE 71 – to avoid repetition in adventure stories. There are various possibilities. Once the repetition is removed, it becomes easier to see where further improvements can be made.

1. The old door slowly creaked open and they were able to go in. 2. A wild guard dog appeared unexpectedly and growled angrily at Joe. 3. Their footsteps echoed inside the wet, dripping cave. 4. As Myra lifted the lid of the chest, she saw the pirate’s treasure. 5. James wished he’d never come, because nobody had said they might meet the ghostly rabbit.

PAGE 77 – to organise facts clearly to help the reader.

The Romans in Britain

Celts The Early Britons were called Celts. The Celts lived in wooden houses with thatched roofs. They were ruled by chiefs, who built hilltop forts to defend themselves.

Roman Soldiers Roman soldiers had to be male and at least 20 years old. Women weren’t allowed in the army. They had to be fit to be able to march as much as 20 miles a day in their heavy armour while carrying their equipment.

Wealthy Romans Wealthy Romans lived in large, stone-built houses called villas. Villas had mosaic floors,

hot baths and central heating.