National Curriculum; English; Key Stage 2; En 3 Writing
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(click here to play) Understanding where speech marks and commas are placed when writing speech.
Learning objectives/outcomes: NLS Y4, T3: to identify common punctuation marks including commas and speech marks.
Y5, T2: to identify the differences between spoken and written language. NC KS2 Writing - Punctuation 3) Pupils should be taught to used punctuation marks correctly in their writing, including full stops, question marks, exclamation marks, commas, inverted commas.
Learning objectives/outcomes: NLS Y4, T3, word level 8: To practice extending and compounding words through adding parts e.g ful, ly, ive, tion, ic, ist. Revise and reinforce previous work on prefixes and suffixes.
Y6, T2, word level 2: To use independent spelling strategies including: building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings. NC - KS2 : Morphology g) the meaning, use and spelling of common prefixes and suffixes; i) the relevance of word families, roots and origins of words.
Learning objectives/outcomes: NLS Y4, T1, S4: To identify adverbs and understand their functions in sentences through collecting and classifying examples of adverbs, e.g for speed: swiftly, sluggishly, light: brilliantly, dimly
Y5, T1, W10: To use adverbs to qualify verbs in writing dialogue, e.g timidly, gruffly... NC - KS2: Writing: Composition 1b) Pupils should be taught to broaden their vocabulary and use it in inventive ways.
Language structure 7a) Pupils should be taught word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs...
Learning objectives/outcomes: NLS Y3, T1/2/3, S1: To use awareness of grammar to decipher new or unfamiliar words.
Y3, T1/2/3, W6: Spelling strategies - using visual strings e.g recognising common letter strings and checking critical features. NC KS2: Writing: Spelling d) To use knowledge of common letter strings, visual patterns and analogies.
Learning objectives/outcomes: NLS Y3, T3
S6: To investigate through reading and writing how words can signal time sequences e.g first, then, after, meanwhile, from, where. NC English KS2
Language structure d: the purposes and organisational features of paragraphs, and how ideas can be linked.
Learning objectives/outcomes: NLS Y3, T2, word level 13: to recognise and spell common suffixes and how these influence word meanings, e.g -ly, -ful, -less.
Y4, T2, word level 13: a range of suffixes that can be added to nouns and verbs to make adjectives e.g wash...able, hope...ful, child...like, road...worthy. NC KS2 - Morphology g) the meaning, use and spelling of common prefixes and suffixes.
Learning objectives/outcomes: NLS:
Y3, T3, T13: to write more extended stories based on a plan of incidents ...
Y4, T2, T10: to develop use of settings in own writing, making use of work on adjectives and figurative language to describe settings effectively
Y4, T3, T11: to explore the main issues of a story by writing s story about a dilemma and the issues it raises for the character
Y5, T2, T11: to write own versions of legends, myths and fables, using structures and themes identified in reading
Y6, T1, T7: to plan quickly and effectively the plot, characters and structure of their own narrative writing
Y6, T1, T9: to prepare a short section of story as a script e.g using stage directions, location/setting. Wrting KS2
12: The range of forms of writing should include narratives, playscripts....
Learning objectives/outcomes: NLS Y4, T2, W9: to use alternative words and expressions which are more accurate and interesting than the common choices.
Y5, T1, W7: to explain the differences between synonyms e.g angry, irritated, frustrated. NC KS2 - Pupils should be taught to broaden their vocabulary and use it in inventive ways.
Learning objectives/outcomes: NLS Y3, T2, word level 15: To use the apostrophe to spell shortened forms of words e.g don't, can't. NC KS2: Punctuation 3. Pupils should be taught to use punctuation marks correctly in their writing, including... apostrophes to mark possession and omission.
(click here to play) This activity is the second of five levels which explore word order in sentences. In this activity, arrange sets of words into two different orders and think about how the meaning changes.
Learning objectives/outcomes: NLS: Y4 T2 S3: To understand the significance of word order e.g some re-orderings destroy meaning; some make sense but change meaning; sentences can be reordered to retain meaning.
Y5, T1, S1: to investigate word order by examining how far the order of words in sentences can be changed, which words or groups of words can be moved into a different order. NC: KS2: Writing: Language structure a: word classes and the grammatical functions of words, including nouns, verbs, adjectives etc.
Language structure c: The grammar of complex sentences, including clauses, phrases and connectives
Learning objectives/outcomes: NLS Y4, T2:
S4: to understand the significance of word order - e.g some re-orderings destroy meaning.
NC KS2:
Reading 1c: Knowledge of grammatical structures.
(click here to play) This is the third of five levels which practise how word order affects meaning in a sentence. In this activity, put a set of words into four different orders to make sentences.
Learning objectives/outcomes: NLS: Y4 T2 S3: To understand the significance of word order e.g some re-orderings destroy meaning; some make sense but change meaning; sentences can be reordered to retain meaning.
Y5, T1, S1: to investigate word order by examining how far the order of words in sentences can be changed, which words or groups of words can be moved into a different order. NC: KS2: Writing: Language structure a: word classes and the grammatical functions of words, including nouns, verbs, adjectives etc.
Language structure c: The grammar of complex sentences, including clauses, phrases and connectives
Learning objectives/outcomes: NLS Y6, T1, S1:
To form complex sentences through exploring how meaning is affected by the sequence and structure of clauses. NC: KS2: Writing: Language structure a: word classes and the grammatical functions of words, including nouns, verbs, adjectives etc.
Language structure c: The grammar of complex sentences, including clauses, phrases and connectives
Learning objectives/outcomes: NLS Y3, T1, W19: Common vocabulary for introducing and concluding dialogue e.g said, replied, asked. T3, W13: To collect synonyms which will be useful in writing dialogue, e.g shouted, cried, yelled, squealed, exploring the effects of meaning, e.g through substituting these synonyms in entences. NC KS2 - composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways.
Learning objectives/outcomes: NLS Y3, T1, W19: Common vocabulary for introducing a concluding dialogue e.g said, replied, asked. T3, W13: To synonyms which will be useful in writing dialogue, e.g shouted, cried, yelled, squealed, exploring the effects of meaning, through substituting these synonyms in sentences. NC KS2 - composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways.
Learning objectives/outcomes: NLS Y3: T1, W19 - Common vocabulary for introducing and concluding dialogue, e.g. said, replied, asked. T3, W13: to collect synonyms which will be useful in writing dialogue, e.g shouted, cried, yelled, squealed, exploring the effects on meaning, e.g through substituting these synonyms in sentences. NC KS2 - Composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways.
Learning objectives/outcomes: NLS Y3 T1 S3: the function of verbs in sentences through: [...] experimenting with changing simple verbs in sentences and discussing their impact on meaning. NC KS2 - composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways.
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