England: National Literacy Strategy: Year 5: Term 1
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(click here to play) Identifying and classifying adverbs and grouping them by topic.
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 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.
(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
(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
(click here to play) This activity is the fourth of five levels which exploring how word order affects meaning in a sentence. In this activity, order 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.
Y5, T2, S1: to re-order simple sentences noting the changes which are required in word 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
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