Class Two

Year 3

Literacy Homework

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Tasks

Autumn 2015

Summer Term Literacy Homework Tasks

Class Two – Year 3

Parent Information Over the coming term we shall be concentrating on improving the grammar in our writing. Please could you encourage your child to complete each of the tasks in their homework book using the presentation skills taught in class. They should use a black pen and use joined hand-writing. This is to ensure that they focus on improving presentation and content. Work should be returned to school on a Monday, it will then be marked in class (using peer marking). Each piece should take no longer than 20 minutes. However, many of the tasks are short and so each week most children will be able to complete the ‘If there’s time’ activity. When the children mark the work in class they will work with their talk partner. They will swap books and look for:

DUMTUMS – Date, Underline, Miss a line, Title, Underline, Miss a line, Start Joined handwriting – in black pen Punctuation – each sentence starts with a capital and finishes with a full stop, question

mark or exclamation mark Their favourite sentence. A sentence that could be improved. If the extension task has been completed.

It would be useful to start each piece of homework by looking at the previous peer marking sheet to see what could be improved. Tasks – 1 per week

If you have any questions with regard to the homework please just let me know.

Mrs Bradley

Date to be handed in Task

Completed in class Nouns: common and proper

21/09/15 Adjectives

28/09/15 Adjectives: comparative and superlative

05/10/15 Pronouns

12/10/15 Verbs

19/10/15 Adverbs

02/11/15 Half Term: Keep a diary! (Optional)

09/11/15 Connectives

16/11/15 Conjunctions

23/11/15 Word classes

30/11/15 Editing and revising: word choice

07/11/15 Editing and revising: word order

Read the information about nouns. Now write some more precise nouns in your book that you could use in place of these everyday nouns.

Change the common nouns in these sentences for more interesting choices. Write the new sentences in your book: 1) The animal stole the fruit. 2) The dog ran into the shop. 3) The lady stood in the middle of the room. 4) The man put on his clothes. 5) The group of people came out of the building. If there’s time: Write some sentences that have proper nouns in them.

cake dog building

Read the information about adjectives. Adjectives can give you extra infor-mation about size, colour, qualities or moods. Write some more adjectives for each of these groups in your book.

Re-write this paragraph with an adjective in the place of each line.

The sky was ________________ and ________________ . It was ________________ and a few ________________ flakes of snow were beginning to fall. Suddenly out of the gloom a ________________ figure appeared hurrying down the road. The figure was ________________ and ________________ . It was wearing a ________________ ________________ cloak. If there’s time: Write a description of a castle. Choose your adjectives carefully. You could describe the walls, win-dows, door, turrets and flags.

Size Colour Qualities Moods

Read the information about comparative and superlative adjectives. Look at the adjectives below. What would the comparative and superlative be? Write them in your book.

Write these boastful sentences in your book. Add a comparative adjective and a suitable ending 1) My dad is cleverer than the winner of Mastermind. 2) Our dog is _______________________________ than

_________________________________________________________ 3) My sister is _______________________________ than

_________________________________________________________ 4) Our car is _______________________________ than

_________________________________________________________ Choose a superlative to complete these adverts. Wheat-a-flakes—the _____________________________cereal yet. Don’t miss the ________________________________________ film of the year. Test-drive the _________________________________________ car on the track. This is the ________________________________________________ ice-cream ever tasted. If there’s time: Write sentences about your friends. Describe them using comparative and superlative adjectives.

Adjective Clever Strong Fast Cold

Comparative cleverer

Superlative

Cleverest

Read the information about pronouns. Pronouns are very useful, but sometimes we use too many of them. This can make your writing confusing. For Example: Carrie went to see Sophie. She was angry. Who was angry Carrie or Sophie?

In this well-known story, the author has used so many pronouns that we don’t know which character is which. Re-write the story changing some (but not all) of the pronouns back to the names of the characters. The tortoise and the hare waited for the gun to start the race. Bang! Immediately he flew out of the blocks. His long legs ate up the ground and soon he was completely out of sight. Meanwhile he had only just crossed the starting line. His little legs did not move very fast. Looking back from the top of the hill he saw him and laughed. If there’s time:

Write the next paragraph of the story using pronouns when it is appropriate.

Read the information about verbs.

Change the boring everyday verb in each of these sentences for a more powerful verb that tells us something about the character. Write the sentences in your book. 1. The Princess looked at the fisherman. 2. The giant walked across the hillside. 3. The monster ate his food. 4. The wind went through the trees. 5. ‘It’s not fair,’ said Rashid. 6. The man got into his car. The verbs have been removed from this description of a storm. Write a powerful verb in the place of each line to make the description effective. Grey clouds ________________ across the sky. The branches on the trees ________________ in the wind and the leaves ________________ all around. Raindrops ________________ on the windowpane and ________________ in puddles on the pavement. People ________________ down the road towards their homes. If there’s time: write a description of a sunny day or a foggy day.

Re-write these sentences to include the adverb shown in the brackets. Decide where you think the adverb should be added—at the start, middle or end of the sentence. 1. The man spoke to his neighbours. (angrily) 2. The Prince moved across the room (gracefully) 3. He walked along the plank. (carefully) 4. She hid the letters under a book. (hurriedly) Re-write these sentences so that they show the mood or feelings of the character mentioned. You can add adverbs or change the verbs for more powerful ones. A) The King got to his feet and went out of the chamber. B) The woman looked around her as if she was looking for someone. C) Ed the elephant took the buns and put them into his mouth. D) The boy ran down the road shouting. If there’s time: use one of the sentences above as the start of a story. Write the first

Read the information about adverbs.

Read the information about connectives and conjunctions.

Different connectives link ideas together in different ways. Underline the connective that best links the ideas in each pair of sentences. 1. The children were hoping to go the beach. Also, However, it rained all day. 2. It was snowing heavily this morning. As a result, Finally, lots of people were late for school. 3. We visited the famous landmarks in Paris. Next, For example, we went to the Eiffel Tower. 4. Our train was over an hour late. Eventually, Before, we arrived at our station. 5. The trainers were not really what I wanted. Also, Finally, they were too expensive. If there’s time: make list of time connectives and use them in some sentences.

Keep a diary over half term, just a few sentences each day is fine. Write about the things that you do and who you do them with. Make sure that you use the right pronouns to refer to your friends (they), you and your family (we) and yourself (I). Remember don’t use too many pronouns or when you read it back you wont know who did what. Try to include some comparative and superlative adjectives to keep your writing interesting.

Choose a conjunction from the box to complete these sentences. 1. The old man continued on his way ________________ it was getting dark. 2. Do not enter the room________________ a green light is showing. 3. Everyone rushed towards the river ________________ the fire spread out of control. 4. He fell asleep in his chair________________ he was so tired. Different conjunctions link ideas in different ways. Write an ending for each sentence to fit with the conjunction given. A) The monster roared loudly when … B) The monster roared loudly because … C) The monster roared loudly although … D) The monster roared loudly so … E) The monster roared loudly if … If there’s time: write a paragraph explaining to your parents why you think you deserve more pocket money. Use connectives such as Firstly, Moreover, Furthermore, for example, In conclusion to help make your argument sound impressive.

We have now looked at the different types, or classes of words. This activity will help you to check your understanding of the different classes and show you how words fit together.

Read the information about connectives and conjunctions. unless as although because when since

Here are some of the main classes of words that we have looked at so far.

noun adjective verb adverb connective conjunction Read the information on prepositions. Write examples of words from different classes to make some chain sentences. adjective noun verb prepositional phrase A) The chattering monkey swings through the trees. B) An ________________ ________________ ________________ ________________. C) The ________________ ________________ ________________ ________________. D) A ________________ ________________ ________________ ________________. E) The ________________ ________________ ________________ ________________. F) A ________________ ________________ ________________ ________________.

G) If there’s time: write an opening paragraph for a story. Use all of the word classes we have cov-ered so far to make your writing dynamic.

Re-write this extract from a story and by making it sound more exciting by improving the choice of words. Casper ran forward and took the burning torch from the wall. The dragon turned round and looked at him. Casper waved the torch at the dragon. The dragon put his head back and roared. Smoke came out of his nose and flames came out of his mouth. The hot breath made Casper go back. If there’s time: continue the story—remember to make it dynamic so the reader wants to know what happens next!

Read the information on Editing and Revising 2—Word Order

Read the information Editing and Revising 1—Word Choice

Re-write these sentences in two ways by moving the adverbs and/or the prepositional phrase. Try out ideas in your head to see which version sounds the best. A) Out of the window the Princess threw the bottle carelessly. B) The villagers were anxiously waiting at midnight. C) The explorers went without any food frequently during this time. D) He was in trouble at school usually. If there’s time: use one of the sentences as a story opener and write what happened next. Think about your word order!