T3 Grammar, Punctuation & Vocabulary

Learning content:  extend your vocabulary, by practising when you can use it to help you understand texts better, and to make your own writing more interesting

Learning objective: use effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

Use one of the sentences below to highlight the different parts of speech and to notice anything that makes it an interesting sentence.  Then try to model one of these sentences in your own writing.

Day after stormy day, he studied the icy crystals.  

Mistake by mistake, snowflake by snowflake, Willie worked through every storm.

Learning objective: use effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

Identify the parts of speech of different words from Snowflake Bentley.

Remember:

Noun - is a person, place or thing

Verb - is an action or a word that describes "being"

Adjective - is a word which describes a noun

Adverb - describes how, when, where something is done

Put the word cards that are found in Snowflake Bentley into 4 columns - Noun, Verb, Adjective, Adverb.

Cmplete Snowflake Bentley - Fact/Opinion and Cause & Effect activities.

Remember a Fact is something that is true for everybody.  An Opinion is what somebody thinks about something, and may or may not be true.

Cause is what happens.  Effect is something that changes because of the first thing that has happened.

Learning content:  Learn the meaning of new words, which improves our understanding of texts and so that we can eventually use these words in our own writing.

Timid means shy

Familiar means something that you recognise and have seen before

Intention means something you plan to do

Pleaded a word similar to pleaded is begged or kept on asking

Now complete the worksheet to show that you know when to use these words.

Learning objective: use effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

The wind was blowing so hard that Emanuel had to grab onto a rope in order to stay aboard.

Highlight the different parts of speech in this sentence, and notice anything that makes this a really good sentence.  Then think about how you write a sentence using a similar pattern to use in your writing.

Learning content:  uses effective and accurate sentence structure and grammatical features

We have lots of different kinds of sentences.  

Simple sentence - one simple idea in a sentence.

Compound sentence - when we join together two simple sentences with two simple ideas.  We usually join the two ideas with the word 'and', 'but', 'for', 'so', 'nor' or 'or' (these small words are called conjunctions.)

Brainstorm two simple sentences about a cat.  Then join them together with one the words above.

Divide the sentences below into simple sentences and compound sentences.  

Learning content:  Learn the meaning of new words, which improves our understanding of texts and so that we can eventually use these words in our own writing.

Secure  something that is secure is very safe.

Escorted  if someone escorted you to the hospital it means that would lead you or take you there and keep you safe.

Deluded if you are deluded someone has made you believe something that is not true.

Retreat if someone retreats, they are moving backwards, or moving away from something.

Now complete the worksheet to show that you understand when to use these words.

Learning content:  uses effective and accurate sentence structure

I feel good until I see her stitches, neat and tiny like a baby's eyelashes.

Highlight the different parts of speech in this sentence, and notice anything that makes this a really good sentence.  Then think about how you write a sentence using a similar pattern to use in your writing.

Learning content:  Learn the meaning of new words, which improves our understanding of texts and so that we can eventually use these words in our own writing.

Have a look at these WOW words.

Admiration Admiration is when you respect and look up to someone for something they have done

Linger To linger means to hang around or take your time

Boundary A boundary is a real or imagined line marking the edge of something

Respond When you respond to someone, it is like answering them or reacting to what they do or say

Who do you have admiration for in the book Sweet Clara?

In the story, who lingers, and where do they linger?

What boundary do we learn about in the book?

Now complete the worksheet below.

Learning content:  uses effective and accurate sentence structure

So while my ears kept listening, and my hands kept sewing, I began to squirrel away these bits of cloth.

Highlight the different parts of speech in this sentence, and notice anything that makes this a really good sentence.  Then think about how you write a sentence using a similar pattern to use in your writing.

Learning objective: use effective and accurate punctuation conventions 

Learning content:  Learn the meaning of new words, which improves our understanding of texts and so that we can eventually use these words in our own writing.

Learning objective:  identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information

Pronouns are small words that are used instead of nouns - words like he, she, it, we, I, they, you, him, her, them, our, your, etc.  We use them in writing so that our writing sounds natural and flows well.

Use pronouns to complete this worksheet.

Learning content:  uses effective and accurate sentence structure

Sometimes writers use long sentences and sometimes they use short sentences.

Notice how the author created a short sentence which introduces this story.  Now identify parts of speech and interesting grammar features in this sentence.

Sid’s outback adventure had begun.

Learning content:  extend your vocabulary, by practising when you can use it to help you understand texts better, and to make your own writing more interesting

Relief When you feel happy that something unpleasant has not happened, or has stopped happening.

Anxious Another word for worried, frightened, scared or nervous.

Anticipated When you anticipate something you are really looking forward to it and expecting it to happen.

Isolated When you are isolated you are far away from other people, like the family in Radio Rescue who lived in the Outback and didn't have any neighbours nearby OR when we had to stay home because of Covid-19 and stay away from other people.

Now complete the worksheet.

Learning content:  uses effective and accurate sentence structure

Half an hour later a tiny speck, like a gilded eagle, sparkled in the blue.

Highlight the different parts of speech in this sentence, and notice anything that makes this a really good sentence.  Then think about how you write a sentence using a similar pattern to use in your writing.

Learning content:  extend your vocabulary, by practising when you can use it to help you understand texts better, and to make your own writing more interesting

Issue If someone issues something, they are giving it to you officially - often special books, papers or tickets.

Translate Someone who can speak two different languages will often explain something to a person who does not understand the second language.  Mrs Parker was able to translate the French sign into English so that we understood what it said.

Dilemma If you have a dilemma you have a problem and cannot make up your mind which decision to make, as they both have advantages (or disadvantages)

Convince Another word for convince is to persuade.  If someone isn't sure about doing something you might try to convince them, or persuade them that they can do it.  When we are doing persuasive writing, we are trying to convince people of our opinion.

Now complete your vocabulary worksheet.

Learning content:  uses effective and accurate sentence structure

Peering through the curtains, I saw him standing on the steps.

Our mentor sentence this week is a complex sentence.  It gives us a detailed idea in one sentence, but not joined together by one of the simple conjunctions.  Highlight the different parts of speech in this sentence, and notice anything that makes this a really good sentence.  Then think about how you could write a sentence using a similar pattern to use in your writing.

Learning content:  extend your vocabulary, by practising when you can use it to help you understand texts better, and to make your own writing more interesting

Urge To urge someone is to really push them to do something

Apply To apply for something often means to fill out a form, asking to be allowed to do something.

Gnaw at Animals often gnaw at something, which means they keep trying to chew it.  When something gnaws at a person it means you can't forget about it.

Option An option is like a choice.

Now complete this worksheet.

Learning content:  uses effective and accurate sentence structure

Identify the different parts of speech in this sentence, and decide whether it is a simple, compound or complex sentence.  Could you write a sentence like this to use in your writing?

Although many people were proud, others were angry.