Year 4 Literacy Lesson One I can consistently choose nouns or - - PowerPoint PPT Presentation

Year 4 Literacy

I can consistently choose nouns or pronouns appropriately to aid cohesion and avoid repetition

Lesson One

Starter: -auto and -anti

• P

refix recap- A prefix is added to the beginning of a word to make a new word. Most prefixes are added to the beginning of root words without any changes in spelling.

• ‘auto’ meaning - It means self or own.
• ‘anti’ meaning- It means against or opposite
• f.

Match the prefix to the root word to create a new word, these must make a real word to make a pair.

Answers:

Can you make a list of words which could use the prefix’s –anti or –auto?

Read the two short extracts below. What do you think is good, what do you think is bad about the two?

• Joe went to the shop last night. He needed some carrots, mince and

peas for his mum. He was excited that he was going to be eating lasagne for tea tonight. He hasn’t had it for such a long time.

• Joe needed to go to the shop for his mum as she couldn’t go herself.

They were going to be having lasagne for tea, so she needed him to get some carrots, mince and peas. They were excited to be eating lasagne for tea, especially Joe as he hadn’t had lasagne for a long time.

• Joe went to the shop last night. He needed some carrots,

mince and peas for his mum. He was excited that he was going to be eating lasagne for tea tonight. He hasn’t had it for such a long time.

• Joe needed to go to the shop for his mum as she couldn’t go
• herself. They were going to be having lasagne for tea, so she

needed him to get some carrots, mince and peas. They were excited to be eating lasagne for tea, especially Joe as he hadn’t had lasagne for a long time.

The first extract repeated the same pronouns and the second used a range of pronouns. To do this effectively, the second extract was reworded.

P ronoun recap:

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/z37xrwx

A pr pronoun is a word that takes the place of a noun. I, me, he, she, herself, you, it, that, they, each, few, many, who, whoever, whose, someone, everybody, etc. Can you think of any other pronouns?

Task: Rewrite the following extracts by using a range

• f pronouns to avoid

repetition.

See lesson one activity sheet.

I can use all of the necessary punctuation in direct speech, including a comma after the reporting clause and all end punctuation within the inverted commas.

Lesson Two

Starter: handwriting practise- ensure ascenders and descenders of letters do not touch

Write the following sentence using finger spaces and sitting all the letters on the line

• correctly. Try not to overlap the descenders

and ascenders. theboyandthegirlsatontheswingdiscussingwhat gametheyshouldplaynext

Direct Speech: Direct speech is the reporting of speech by repeating the actual words of a speaker, for example ‘I'm going,’ she said.

What might the children be saying to each other?

How to punctuate direct speech:

• Direct speech is an

any word spoken by a character, it can be used to help develop the characters and plot.

• Direct speech should sit inside speech

h marks.

• Direct speech must be ca

carefully struct ctured and punct ctuated to clearly separate it from the rest of the text

Watch the video to see how the punctuation should sit in the sentence. https://www.youtube.com/watch?time_continue=60&v=6- YFmLctwDY&feature=emb_title

Activity 2:

Complete the activities on activity worksheet 2.

• Circle any inverted commas that are incorrect.
• Rewrite the sentence below with the correct punctuation
• Write your own direct speech for different characters.

I can apply comparative and superlative adjectives.

Lesson Three

Starter: Apply rules/ skills and spellings to dictated sentences.

Adult dictated-

“The superhero found an automobile to use when trying to save the young woman from their nemesis.”

“Run around the track in an anticlockwise direction.”

Adjectives:

• Adjectives are words that

describe objects or things.

Comparative Adjectives:

We use comparative adjectives to show change or make comparisons:

• This car is certainly better, but it's

much more expensive.

• I'm feeling happier now.
• We need a bigger garden.

Superlative Adjectives

We use the with sup superla rlativ tive adjectiv tives:

• It was the

he ha happiest da day of my life.

• Everest is the

he hi highe hest mo mountain in the world.

• That’s the

he best fi film I have seen this year.

• I have three sisters: Jan is the

he oldest and Angela is the he youngest.

How to form comparative and superlative adjectives?

We usually add –er and –est to on

• ne-sy

syllable words to make comparatives and superlatives:.

adjective comparative superlative

• ld
• lder
• ldest

long longer longest

Can you find the comparative and superlative adjectives for the adjective ‘nice’?

Answer:

Adjective: nice

The weather is nice tonight.

Comparative adjective: nicer

The weather was nicer yesterday.

Superlative adjective: nicest

We have had the nicest weather today.

Task: Complete activity 3

I can recognise the need for paragraphs and when to begin a new paragraph of

• writing. To understand that a paragraph

should be built around a theme/idea/time/place/character.

Lesson Four

Starter:P

• ssessive and omitted

apostrophe’s

Apostrophes are used for omission or

• possession. An example of omission is "I'm"
• which is an abbreviation of "I am". An

example of possession is "Sarah's car", where the car belongs to Sarah, therefore an apostrophe is required to make the proper noun possessive.

Write the sentences changing the underlined word so it has an

• mitted apostrophe.
• She

he do does es not li like a any gre ny green ve n vege geta table bles.

• Who

ho is coming to the he party?

• I ha

have not ordered the he pizza yet.

• It i

It is a long walk to the he sea.

• Yo

You sho hould not touch h the he flames.

Write the sentences changing the underlined word so it has a possessive apostrophe.

• Joeys favourite sport is rugby.
• The childrens favourite lesson in school is maths.

Identify the word which needs a possessive apostrophe and change it.

• Lolas family were very proud of her for getting a new job.
• Williams house was up for sale and Dylans family went to

see the house.

P aragraphs:

What are paragraphs? P aragraphs are groups of sentences written about the same idea or topic. They are used to show when a writer has changed time, place, idea, person, thought or argument. If a writer changes one of these, a new paragraph will start. Why use paragraphs? P aragraphs make clear the organisation of a piece of writing, making it easier to read and understand. The writer assists the reader by ‘chunking’ related thoughts or ideas. How long are paragraphs? There is no set length to a paragraph. It is something the writer decides, as a way of organising and structuring the writing. Writers often use shorter paragraphs in non-fiction writing (due to using lots of different facts) and longer in fiction writing (due to using more descriptive language). How many paragraphs? Writers use as many paragraphs as they need to make their writing clear. Some paragraphs have a particular role, such as the introduction or conclusion.

https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/z9n73k7

Read the text. What is the main theme of the text? Why has the writer used paragraphs here?

The egg is a tiny, round, oval or cylindrical object, usually with fine ribs and

• ther microscopic structures. The female attaches the egg to leaves, stems, or
• ther objects.

The egg hatches into larva, this is the long, worm-like stage of the butterfly or

• moth. It often has an interesting pattern of stripes or patches and it may have

spine-like hairs. It is the feeding and growth stage. The chrysalis (or pupa) is when a hard case is formed around the larva. This is the transformation stage within which the caterpillar’s tissues are broken down and the adult insect's structures are formed. The chrysalis of most species is brown or green and blends into the background. The adult (or imago) is when a butterfly or moth is usually seen. The adults then undergo courtship, mating and egg-laying.

Can you give a title to each paragraph? Could you summarise the content of the paragraph using just one word?

Life Cycle of Butterflies and Moths The egg is a tiny, round, oval or cylindrical object, usually with fine ribs and other microscopic structures. The female attaches the egg to leaves, stems, or other objects. The egg hatches into larva, this is the long, worm-like stage of the butterfly

• r moth. It often has an interesting pattern of stripes or patches and it

may have spine-like hairs. It is the feeding and growth stage. The chrysalis (or pupa) is when a hard case is formed around the larva. This is the transformation stage within which the caterpillar’s tissues are broken down and the adult insect's structures are formed. The chrysalis of most species is brown or green and blends into the background. The adult (or imago) is when a butterfly or moth is usually seen. The adults then undergo courtship, mating and egg-laying. Title: Word: Title: Word: Title: Word: Title: Word:

Whatever type of story you are writing, paragraphs will help you to structure it. P aragraphs will always make it easier for the reader to understand. P aragraphs can also be used in stories, to:

• introduce new characters
• introduce a new speaker or new dialogue
• add suspense or change the mood
• introduce a new theme
• move between time/flashbacks

Task: Read the text on activity sheet 4. Think about why the author has written each paragraph. What is the meaning of each paragraph?

I can compose and rehearse sentences

• rally(including dialogue), progressively

building a varied and rich vocabulary and an increasing range of sentence structures.

Lesson Five

Starter: P refixes - sub -inter

Write the correct spelling into each sentence.

• The boy said that English was his

favourite __________ .

• Millie liked going to her Grandma’s as

they got to ride on the ___________.

• I saw my toy boat crash and __________

beneath the water.

• The boss said the work wasn’t good

enough, he said it was _____________.

• I had spent a long time on my

summer homework, at last it was time to ___________ it! Spellings submarine subject subway submerge subtropical subdivide subheading substandard subtitle submit

Match the definition to the word meaning:

Can you think of anymore words with the prefix –inter?

Write these spellings 5 times.

Spellings interact intercity international interfere interview intercept intercom internet interchange interface

Writing sentences to orally rehearse:

Write five sentences which include the following criteria: Sentence one: needs to include direct speech and is a spectator at a football match. Sentence two: needs to include a subordinate clause and a fronted adverbial. Sentence three: needs to include an expanded noun phrase with prepositional language. Sentence four: needs to build tension and include ellipses Sentence five: needs to include parenthesis () , -.

Once you have written your sentences, read your sentences to a

• peer. See if they can identify which

sentence you have written, (1-5). Can you use a different tone to make the sentences sound different each time?

I can discuss and plan a theme for a narrative –making decisions about the

• verall effect the writing should have
• n the reader. Carefully planning the

theme/idea for each paragraph.

Lesson Six

Starter: words ending in -ation

Rule for adding ‘–ation’

• Word ends in ‘e’ – remove e and + ‘ation’

Word ends in ‘y’ – remove y and + ‘ic’ + ‘ation’ (multiply to multiplication) Most other words you can just add ‘ation’ straight on the end.

Use the spelling rule to add the suffix -ation to the words below:

• adore
• admire
• coronate
• detonate
• observe
• locate
• generate
• explore
• combine
• illustrate

Answers:

• adoration
• admiration
• coronation
• detonation
• observation
• location
• generation
• exploration
• combination
• illustration

Read the WAGOLL narrative on activity sheet 6.

Planning your story:

Use the planning sheet (activity 6) (if you don’t have access to this on paper you can write it down as you go on a plain sheet) to create ideas and structure your story. If you are struggling for ideas, think of a story or film you have seen before, or ask a peer to help you create some ideas.

I can create detailed settings and character descriptions which can later be applied to an extended narrative.

Lesson Seven

Starter: To apply all handwriting skills.

Write out the following text using your neatest handwriting. Remember: sit your writing on the line, ensure ascenders and descenders are sat accurately and leave space between letters and words when needed.

Mr and Mrs Dursley, of number four, P rivet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense. Mr Dursley was the director of a firm called Grunnings, which made drills. He was a big, beefy man with hardly any neck, although he did have a very large moustache. Mrs Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in very useful as she spent so much of her time craning over garden fences, spying on the

• neighbours. The Dursleys had a small son called Dudley

and, in their opinion,, there was no finer boy anywhere.

Using yesterday’s plan, thinking about the characters and the setting of the story you are going to write. You are going to create either a setting or character description. This can then be used in your narrative, which will help you to start your story.

Write some adjectives to describe your character and setting.

Setting Character

spooky brave iridescent proud dark tall gloomy adventurous

• ver-grown weeds

ambitious intense powerful

What does a character description need?

• Description of features such as: character,

looks, personality

• Expanded noun phrases with prepositional

features

• Sentence structure

What does a setting description need?

• Sentence structure – short/long sentences,

fronted adverbials

• Expanded noun phrases with prepositional

features

• Description of sense: see, smell, feel, touch,

taste (possibly)

• Tension

Write your character or setting description.

I can consistently organise their writing into paragraphs around a theme to add cohesion and to aid the reader. To apply consistency of tense throughout writing.

Lesson Eight

Starter: Apply rules/ skills and spellings to dictated sentences.

Adult dictated: “In science we are going to complete a science

• bservation”.

“All international flights are closed until further notice.”

Writing your story:

Today you need to write your story. Use your plan to help you. Ensure you are reading your sentences back and are writing in paragraphs which are around a theme. Use the previous lessons activities to help you.

I can proof-read consistently and amend my own and others’ writing, editing errors in grammar, punctuation and spelling and adding nouns/ pronouns for cohesion.

Lesson Nine

Starter: To use ‘a’ or ‘an’ correctly throughout a piece of writing.

Usually, we put ‘a’ before words that start with a consonant and ‘an’ before words that start with a vowel. Write down a list of vowels and a list

• f consonants.

‘a’ or ‘an’?

Answers:

Write the words using ‘a’ or ‘an’ on the previous page to create a sentence. Example: Can you please pass me an apple?

Read your character/setting

• descriptions. P

roof-read it back to see if it makes sense. Have you included everything you need to make it sound interesting? Use a dictionary to check spellings you are not sure of. Once you have checked your own, read the text on ‘Activity 9 worksheet’ and see if you can proof-read and identify any mistakes in these short extracts.

I can begin to read aloud their own writing, to a group or the whole class, using appropriate intonation and to control the tone and volume so that the meaning is clear.

Lesson Ten

Starter: Words ending in -ar -er

The su suffix ixes “-er er,” and “-ar ar” are all used to create nouns of agency (indicating “a person or thing that performs an action”) from verbs. E.g, if someone was to report something, they would be a reporter.

Use the root words to add the suffix –er or –ar.

Report Beg Fight Lie Write Circle Listen

Answers:

• reporter

beggar

• fighter

liar

• liar

listener

• writer

circular

P ractise becoming confident reading your own writing using the correct tone of voice. Read your writing to a peer or parent/carer. Can they give you any tips on how to become more confident to read aloud?