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Written by Clive Stack
Primary
Includes black & white
and colour versions on
CD-ROM - ideal for
whiteboard use or printing
Book 2
Year 6
Activity Sheets & Assessments
English Grammar & Punctuation
Written by Clive Stack
Primary
Primary
Activity Sheets & Assessments
Book 2
Year 6
Acknowledgements:
Author: Clive StackSeries Editor: Peter SumnerIllustration and Page Design: Kathryn Websterand Jerry Fowler
Primary
The right of Clive Stack to be identified as the author of this publication has been asserted by him in accordance with the Copyright, Designs and Patents Act 1998.
HeadStart Primary LtdElker LaneClitheroeBB7 9HZ
T. 01200 423405E. [email protected]
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
Published by HeadStart Primary Ltd 2018 © HeadStart Primary Ltd 2018
A record for this book is available from the British Library - ISBN: 978-1-908767-50-9
V4Year 6
© Copyright HeadStart Primary Ltd
Activity sheets(Headings marked with the Spitfire symbol denote concepts not covered in Book 1.)
Teachers’ Notes (i – iv)
End-of-Term AssessmentsAutumn AssessmentSpring AssessmentSummer Assessment
Optional TestsOptional Test 1Optional Test 2Optional Test 3
AnswersActivity SheetsAutumn AssessmentSpring AssessmentSummer AssessmentOptional Test 1Optional Test 2Optional Test 3
Assessment/Test Analysis Record SheetsAssessment/Test Record SheetEnd-of-Term Assessment Analysis GridsOptional Test Analysis GridsNC Statutory Requirements Record Sheet
National CurriculumCoverage and Notes (a – e)
Capital letters for titlesNoun classificationConjunctions (identifying types)Paired adjectivesCommas (before conjunctions)Modal verbs and adverbsVerbs as sentence startersParentheses (brackets, dashes, commas) Semi-colons, colons and dashes (for clauses)Commas, colons and semi-colons (for lists)Direct speech (1)Direct speech (2)Relative clausesExpanded noun phrasesPassive voicePast perfect tenseAdverbs and adverbial phrasesModal verbs (of politeness)ParagraphsImplied relative pronounsPrefixes (for verbs)Prepositions of timePrepositions of place and timeStandard EnglishQuestion tagsSubjunctive formFormal language (letter writing)Formal language (speech)Reported speechReported speech (into direct speech) Commas (to clarify meaning)Subject and ObjectSynonymsAntonymsAntonyms (using prefixes)Apostrophes (for contraction and possession)Adverbs (of certainty and degree)Adverbs (of place)Prefixes (for adjectives)Suffixes (nouns and verbs into adjectives)Ellipses (omitting words)Ellipses (as punctuation)
Adverbs (without “ly” ending)Bullet points (for lists)Bullet points (for main points)Hyphens (to avoid ambiguity)Word classes (parts of speech) (1) Word classes (parts of speech) (2) Imperative verbs (for commands)Phrasal verbsSentence punctuation (1)Sentence punctuation (2)Cohesive devices (paragraphs)Layout devices (1)Layout devices (2)
1.2.3.4.5.6.7.8.9.
10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.39.40.41.42.
43.44.45.46.47.48.49.50.51.52.53.54.55.
Year 6
Book 2 – Contents
Scaled scores supplied on CD-ROM
© Copyright HeadStart Primary LtdYear 6
Teachers’ Notes
i© Copyright HeadStart Primary Ltd Year 6
Primary
Activity sheetsBook 2 contains a further set of activity sheets which follow the WW2 theme. They include fun facts, stories, poems, jokes and a variety of activities that will keep the children motivated and inspired. These activity sheets are designed to be used in a variety of ways at the discretion of the teacher. They may be used for whole-class sessions, group work or even as homework practice.
There are two types of additional activity sheets; those that match the objectives of Book 1, and those which introduce new concepts – some of which need to be taught in order to cover the statutory requirements for that year group. (The coverage tables at the back of this book show where the objectives have come from.) The additional activity sheets (that include objectives not covered within the main section) are clearly identified with a Spitfire symbol . They are arranged in the same order as Book 1, for easy reference. However, they can be taught in whatever order the teacher feels is appropriate for the class.
End-of-Term Assessments and Optional TestsTo help the teacher assess the children’s progress against the age-related expectations, there are three End-of-Term Assessments and three Optional Tests. Raw score/scaled score conversion charts for the Optional Tests are supplied on the CD-ROM.
The inclusion of this variety of assessment and testing options is intended to provide schools with greater flexibility, in order to meet their curriculum needs.
English Grammar & PunctuationTeachers’ Notes Year 6
Book 2
ii© Copyright HeadStart Primary Ltd Year 6
Some possible approaches to testing are outlined below.
End-of-Term AssessmentsThe Autumn, Spring and Summer Assessments are designed to be administered at the end of each term or when the content for each section has been delivered. These assessments will only assess the children on the concepts taught for that particular term. Analysis of the results will indicate which concepts have been understood and which will require further teaching. Information gleaned from this formative approach would constitute an integral part of any assessment for learning strategy or policy.
Optional TestsThe Optional Tests feature concepts (objectives) from the whole Year 6 curriculum. Concepts from other year groups which underpin the learning for Year 6 are also included. These tests are designed to be used at any time during the school year to provide a ‘snapshot’ of progress against curriculum objectives. The content of each Optional Test is purposely very similar, thus enabling assessment and tracking of progress on a like-for-like basis. Raw score/scaled score conversion charts are supplied on the CD-ROM. Scaled scores facilitate very effective progress tracking.
One possible model is as follows:
One of the Optional Tests is administered at the very beginning of the school year as soon as the children have ‘settled in’. This will provide a ‘baseline’ benchmark. The second and third Optional Tests are administered before Year 6 SATs to track progress and to enable analysis of pupils’ strengths and weaknesses.
There are several other models which could be used but it is important to remember that this data should always be used to complement (and not replace) the ongoing assessment strategies and professional judgement of the teacher.
At HeadStart, we have intentionally chosen not to include too many multiple-choice questions in our assessments. Although multiple-choice questions have the advantage of being quicker and easier to mark, they do not help a teacher understand where pupils’ misconceptions lie or to know when a pupil has simply guessed the correct answer. Questions that allow children to demonstrate their writing skills help teachers identify the areas where pupils are struggling and address their problems immediately.
Terminology
Terminology, which is introduced in the activity pages in Years 1–5, is often included for the benefit of the teacher. Children in earlier year groups need to understand the concepts, but do not always need to know the terminology. In Year 6, however, children are expected to understand and use all the appropriate terminology from the National Curriculum.
iii© Copyright HeadStart Primary Ltd Year 6
0 – 2526 – 50
51 – 6364 – 75
76 – 8889 – 100
Percentage Score Stage
EmergingDeveloping
ProgressingSecure
MasteringExceeding
Below average range
Above average range
Average range
0 – 50% Below 51 – 75% Average76 – 100% Above
This data should always be used in conjunction with the ongoing assessment and professional judgement of the teacher.
Marking and administrationThe End-of-Term Assessments are marked out of 25 and it is recommended that they are completed in approximately 25 minutes. The Optional Tests are scored out of 50 and it is recommended that they are completed in approximately 50 minutes. When a tracking judgement is required, End-of-Term test scores should be converted to a percentage, as shown below. Optional Test raw scores can be converted to scaled scores using the tables supplied on the CD-ROM.
Percentage score for End-of-Term Assessment = assessment mark × 100 (or score × 4)25
The table below can then be used to identify progress against one of the six stages. (The table for the Optional Tests is supplied on the CD-ROM.)
iv© Copyright HeadStart Primary Ltd Year 6
Answers
Assessment and Analysis Record Sheets
Using the CD-ROM
A complete set of answers is provided, both for the activity sheets and the tests.
Assessment/Test Record Sheet: This sheet can be used to record pupils’ scores for all the End-of-Term Assessments and the Optional Tests.
End-of-Term Assessment Analysis Grids (Autumn, Spring and Summer): These grids can be used to record pupils’ scores for the End-of-Term Assessments. The completed grids will clearly identify strengths and weaknesses.
Optional Test Analysis Grid (Tests 1, 2 and 3): This grid can be used to record pupils’ scores for the Optional Tests. The completed grid will also clearly identify strengths and weaknesses.
National Curriculum Statutory Requirements Record Sheet: This sheet can be used to measure progress against the objectives which are National Curriculum statutory requirements. A variety of recording methods could be used on this sheet, depending on schools’ or teachers’ preferences.
The CD-ROM follows the structure of the book and contains all of the photocopiable pages, both in full colour for displaying on an interactive whiteboard and in black and white for copying or printing. It contains all the answer pages and marking schemes for the tests. The CD-ROM also contains information and tables pertaining to scaled scores for the Optional Tests.
© Copyright HeadStart Primary LtdYear 6
Consider enlarging activity sheets to A3 to increase the space for children’s writing.
Activity Sheets
I can use capital letters for titles of books.
© Copyright HeadStart Primary LtdYear 6
Name:Activity Sheet
the diary of a young girl by anne frank
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the boy in the striped pyjamas by john boyne
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when hitler stole pink rabbit by judith kerr
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carrie’s war by nina bawden
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the snow goose by paul gallico
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Here are the titles of some of the best children’s books about World War II and their authors. Write them out correctly using capital letters for all the main words.
goodnight mister tom by michelle magorian
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friend or foe by michael morpurgo
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the true story of hansel and gretel by louise murphy
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the silver sword by ian serrailler
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the machine gunners by robert westall
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When writing titles of films or books only use capital letters for the main words.
Don’t use capital letters for the articles (a, an, the) – unless the title starts with the articleThe Book Thief by Markus Zusakconjunctions (and, but, or)Twenty and Ten by Claire Huchet Bishopprepositions (of, in, on)The Amazing Story of Adolphus Tips by Michael MorpurgoNotice that the titles have also been italicised. However, if you are writing freehand, then you can write the titles within inverted commas; e.g. ‘The Book Thief’ by Markus Zusak
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I can use commas, colons and semi-colons for lists.
© Copyright HeadStart Primary LtdYear 6
Name: Activity Sheet
Commas go between items in a list.Butter, milk, eggs and cheese were all rationed during the war.
Colons can introduce a list.
These items were rationed during the war: butter, milk, eggs and cheese.
Semi-colons break up lists where commas have already been used.
During the war, many items were rationed; butter, 2 oz a week; milk, three pints a week; eggs, one a week; and cheese, 2 oz a week.
Write these sentences with lists using all the correct punctuation.
Foods that were rationed included bacon butter sugar meat tea cooking fat jam cheese eggs
and milk.
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..................................................................................................................................................................................Rationing started on January 8th 1940 when bacon butter and sugar were rationed by weight followed by meat in March 1940 by price then tea cooking fat jam and cheese by weight in July 1940.
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..................................................................................................................................................................................A radio cookery show told listeners how to cook these recipes squirrel-tail soup crow pie carrot fudge all-clear sandwiches and sheep’s head broth.
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..................................................................................................................................................................................Apple peel was boiled to make a lemon substitute in jams and drinks bacon rinds provided fats for cooking meat stale bread went into puddings or to make stuffings.
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..................................................................................................................................................................................To help people cook with dried eggs and milk there were posters leaflets books and radio programmes.
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..................................................................................................................................................................................The rations for soldiers included the following items service biscuits tea a tin of preserved meat chocolate bars nuts boiled sweets and cubes of meat broth.
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I can use expanded noun phrases.
© Copyright HeadStart Primary LtdYear 6
Name: Activity Sheet
An expanded noun phrase is a group of words that go before and/or after a noun and modify its meaning.
It’s easy! Start with a noun.
Let’s start with suitcase
Now let’s add a determiner: a suitcase
Let’s add an adjective or two to describe it: a small brown suitcase
Let’s add a qualifier: a small, brown suitcase with leather straps and a handle
Now we have an expanded noun phrase.
Following the example above, write your own expanded noun phrases about the evacuees in the pictures below.
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I can use relative clauses with an implied relative pronoun.
© Copyright HeadStart Primary LtdYear 6
Name: Activity Sheet
A relative clause is a type of subordinate clause. It tells us more information about the noun, but we don’t need it for the sentence to make sense. Relative clauses start with the relative pronouns who, whose, which or that. There are some relative clauses in which the relative pronoun can be left out and it still makes sense. (Some verbs can be omited too.) These are called implied relative pronouns.
Some of the sentences below can be written without the relative pronoun. Decide which sentences make sense with an implied relative pronoun and rewrite them on the lines below.
SupermanJerry Siegel and Joe Shuster, who were American high school students, created the superhero Superman in 1933.
They sold Superman to Detective Comics, which later became DC Comics, in 1938.
Superman resides in a fictional American city which is called Metropolis.
Superman was born on an alien planet, which is called Krypton, before he was sent to Earth as an infant.
He was discovered and adopted by a Kansas farmer and his wife who called him Clark Kent.
Very early in his life, he displayed superhuman abilities which he resolved to use for the benefit of mankind.
As Clark Kent he worked as a journalist at the Daily Planet which is a Metropolis newspaper.
His arch enemy is Lex Luthor who is a power-mad American billionaire.
Superman made his debut in comics in 1938 and then in newspaper strips which appeared in January 1939.
His first live appearance was at the 1939 World’s Fair which was an event held in New York.
Ray Middleton, who played Superman at the fair, was the first live actor to play Superman.
The event was filmed and became part of a newsreel which was shown in British cinemas.
In 1940 boys like Kenneth, who would have seen the footage of Superman at the cinema on a Saturday morning, were beginning to take an interest in the superhero.
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© Copyright HeadStart Primary LtdYear 6
Name:Activity Sheet
When you write a letter, it should be in a formal style using language appropriate for formal writing. Language that you use with your friends would not be suitable for most types of letters.
Below is a letter from a young boy who has just recently been evacuated. You must decide which of the words and phrases in bold are the most appropriate and write the most suitable version on the lines underneath.
Dear Uncle Mervin and Aunty Sheila,
How’s it going?/I trust this letter finds you well. I am writing to say cheers/thank you for the money/dosh you sent me for my birthday. My mum got/purchased a new suitcase with the money as the old one wasbroken/knackered. I needed/required a new suitcase for my trip/journey to Wales where I have been evacuated/sent. The train departed/left Liverpool early on Monday morning and I am now residing/living in Rhyl in North Wales.
I am a bit narked/rather annoyed because I wanted to be with my friends/mates from school, but they have been billeted/taken to accommodation/digs on the other side of town. However, the family I havebeen put/placed with are very pally/friendly and I am/I’m sure life here will be tolerable/okay.
Love from your nephew,
Jim x
P.S. I have just found out/discovered that Mum forgot to pack my toothbrush. Could/Can I ask/request that when you next pop round/visit, you let her know I am without a/I’ve not got no toothbrush. P.P.S. Please tell mum that I miss her and I wish she was/were here.
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I can change reported speech into direct speech.
© Copyright HeadStart Primary LtdYear 6
Name: Activity Sheet
When you change reported speech into direct speech you must include speech marks (inverted commas).
Normally, the tense in reported speech is one tense back in time from the tense in direct speech, so don’t forget to change the tenses and move them forward in time for this exercise. Don’t forget to change the pronouns either.
Change the reported speech into direct speech.
Women at Work during World War Two
Gladys said that she had worked for the Women’s Voluntary service (WVS) during the war.
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She reported that they had often worked all through the night, running a mobile canteen in bombed-out areas.
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Pauline told us that nursing was one of the few jobs open to women before the war.
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She continued to say that her parents hadn’t considered it to be a proper career for her because they had wanted her to go to university.
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Lilly said that because she had been a singer and dancer she had joined the Entertainment National Service Association, also known as ENSA, which performed to servicemen.
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She went on to tell us that it had been great fun, but that it was also scary at times when they had had to perform at the front lines with bombs dropping around them.
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I can find antonyms of words.
© Copyright HeadStart Primary LtdYear 6
Name: Activity Sheet
Antonyms are opposites.
Complete the crossword. All the clues are antonyms. (You may use a thesaurus.)
Across3 lawful 5 export 6 defeat 9 glad
10 host12 rough 15 first16 hinder 17 rigid20 opaque
Down1 well2 liberty4 stale6 worthless7 seldom8 level
11 sure13 unite14 innocent18 joy
22 hazardous23 whisper25 unusual27 evacuate30 death31 oppression32 permit33 enemy34 kind
19 remove 21 smart24 hate26 lower28 sober29 straighten
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© Copyright HeadStart Primary LtdYear 6
Name:Activity Sheet
Prefixes can also be used with adjectives to give the word a different meaning.The prefixes dis, il, im, in, ir, un give the adjectives the opposite meaning.
Rewrite the sentences using negative adjectives. (Sometimes some other changes have to be made.)
He was not aware that the bombed-out building was dangerous.
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The Home Guard were not experienced in matters of warfare.
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After the bombing raid, the street was not recognisable.
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Many buildings could not be repaired.
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Sometimes bombing raids were not expected.
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It is not responsible to leave your gas mask at home.
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The rationing of food was not an agreeable experience.
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The blackout was not at all convenient, but it was necessary.
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It was not legal to sell products on the black market.
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Evacuees were sent away for a period that was not definite.
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Many people lost things in the bombing raids that were not replaceable.
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It was not clear when the bombing would come to an end.
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I can add prefixes to adjectives.
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© Copyright HeadStart Primary LtdYear 6
Name:Activity Sheet
Ellipsis is the term that is used when certain words have been missed out of a sentence, but the sentence can still be understood without them. It is most commonly used when speaking or when writing dialogue.
“You buy the new Beano?” Alex asked his friend.
If we followed the grammatical rules this should be: “Did you buy the new Beano?” Alex asked his friend.
Comics were very popular during the war. The two most popular comics were the Beano and the Dandy.
In the comic strip below, write the dialogue in full including the words that have been missed out because ellipsis has been used.
What you got there,
Mum?AT HOME
I didn’t. Can I have a piece?
Carrot cake. You know carrot cake helps you to see
in the dark?
MANHOLE COVER
MISSING!
My mum told me carrot helps you to see in the dark.
Like a cat! You might not be able to see, but for me
it’s no problem!
I can’t see anything in
this blackout. Can you?
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Five pieces of carrot cake later…
I can use ellipses.
41
© Copyright HeadStart Primary LtdYear 6
End-of-Term Assessments and Optional Tests
Raw score/scaled score conversion charts for the Optional Tests are supplied on the CD-ROM.
Match the nouns to their type. (One has been done for you.)
Join the sentence with an appropriate coordinating conjunction.
Join the sentence with an appropriate subordinating conjunction.
I’ll act as the spokesman for the team ........................ you want to do it.
I was ill over the weekend ...................... I wasn’t able to finish the homework project.
(Accept: ‘and’)
Circle the five coordinating conjunctions from the list below.
compound noun
proper noun
collective noun
common noun
non-countable noun
garden
team
Bristol
money
dragonfly
if and but which so when or yet
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Page Total
Year 6 Grammar & Punctuation
Name …………………………………… Class ……………… Date ……………………
Autumn Assessment
© C
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End of Optional Test 3
TOTAL PERCENTAGE SCORE
%50
Circle all three determiners in the sentence below.
Which three phrases have used the apostrophe for possession correctly? Mark with a tick.
Most children have improved their marks in the grammar test.
a boy’s toothbrush
the buses wheels’
Hollys’ shoes
a teacher’s car
the childrens’ books
the ponies’ tails
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2 marks
2 marks
9
Page Total
Year 6 Grammar & PunctuationOptional Test 3
© C
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© Copyright HeadStart Primary LtdYear 6
Record Sheets
Assessments/Test Analysis
Raw score/scaled score conversion charts for the Optional Tests are supplied on the CD-ROM.
© C
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© Copyright HeadStart Primary LtdYear 6
National Curriculum
Coverage & Notes
a© Copyright HeadStart Primary Ltd Year 6
National Curriculum Coverage and NotesTeachers will note that, within the activity sheets, there are a number of exercises that consolidate previous learning, as well as exercises that go beyond the National Curriculum requirements for a particular age group. In the English Programme of Study (page 6 of the introduction) it states:
“Within each key stage, schools have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate.”
At HeadStart, we believe that there are a number of appropriate concepts that can be introduced at an earlier stage than stated in English Appendix 2. For example, in the Year 3 and Year 4 Programme of Study for writing composition, it states that children need to build a ‘varied and rich vocabulary’ (page 29), yet the term ‘synonym’ is not introduced until Year 6 of Appendix 2 (page 69). We have, therefore, introduced the use of synonyms at a much earlier age, though children will not be tested on the knowledge of the term “synonym” until the appropriate key stage.
CoverageThe following tables show the year group when the concepts are first introduced in the Programme of Study, either in the Statutory Requirements or in the Appendix. Some concepts appear under Spelling or Writing and have been included because of their close relationship to grammar. Some concepts, e.g. irregular adjectives (comparative and superlative), are not mentioned in the Statutory Requirements, but have been included because of the importance of teaching children Standard English. (For example, children need to understand not to use “more bigger”, or “my bestest friend”, or “worserer”.)
a© Copyright HeadStart Primary Ltd Year 6
National Curriculum Coverage and NotesTeachers will note that, within the activity sheets, there are a number of exercises that consolidate previous learning, as well as exercises that go beyond the National Curriculum requirements for a particular age group. In the English Programme of Study (page 6 of the introduction) it states:
“Within each key stage, schools have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate.”
At HeadStart, we believe that there are a number of appropriate concepts that can be introduced at an earlier stage than stated in English Appendix 2. For example, in the Year 3 and Year 4 Programme of Study for writing composition, it states that children need to build a ‘varied and rich vocabulary’ (page 29), yet the term ‘synonym’ is not introduced until Year 6 of Appendix 2 (page 69). We have, therefore, introduced the use of synonyms at a much earlier age, though children will not be tested on the knowledge of the term “synonym” until the appropriate key stage.
CoverageThe following tables show the year group when the concepts are first introduced in the Programme of Study, either in the Statutory Requirements or in the Appendix. Some concepts appear under Spelling or Writing and have been included because of their close relationship to grammar. Some concepts, e.g. irregular adjectives (comparative and superlative), are not mentioned in the Statutory Requirements, but have been included because of the importance of teaching children Standard English. (For example, children need to understand not to use “more bigger”, or “my bestest friend”, or “worserer”.)
© Copyright HeadStart Primary Ltd b Year 6
Coverage – Book 1Learning Objectives National Curriculum Programme of Study
Statutory Requirements
Appendix 2 Glossary/Spelling/Writing Part One
1. Noun classification Glossary 2. Conjunctions (identifying types) Year 3 & 4 Year 3 3. Paired adjectives Year 2 4. Commas (before conjunctions) Year 5 & 6 5. Modal verbs and adverbs Year 5 & 6 Year 5 6. Verbs as sentence starters Year 3 & 4 7. Parentheses (brackets, dashes, commas) Year 5 & 6 Year 5 8. Semi-colons, colons and dashes (for clauses) Year 5 & 6 Year 6 9. Direct speech Year 3 & 4 Year 4 10. Relative clauses Year 5 & 6 Year 5 Part Two 1. Expanded noun phrases Year 5 & 6 2. Passive voice Year 6 3. Past perfect tense Year 5 & 6 Glossary 4. Adverbs and adverbial phrases Year 3 & 4 Year 4 5. Modal verbs (of politeness) Year 5 & 6 Year 5 6. Paragraphs Year 4 Writing Y3 & 4 7. Implied relative pronouns Year 5 & 6 Year 5 8. Prefixes (for verbs) Year 5 Spelling Y1, 3 & 4 9. Prepositions of time Year 3 & 4 Year 3 10. Standard English Year 4 Glossary
Part Three 1. Subjunctive form Year 5 & 6 Year 6 2. Reported speech Writing Y3 & 4 3. Commas (to clarify meaning) Year 5 & 6 Year 5 4. Subject and Object Year 6 Glossary 5. Synonyms Year 6 Glossary 6. Apostrophes (for contraction and possession) Year 2, 3 & 4 Year 2 & 4 7. Adverbs (of certainty, degree and place) Year 5 & 6 Year 5 8. Prefixes (for adjectives) Year 3 Glossary 9. Ellipses (omitting words) Year 6 Glossary10. Adverbs (without “ly” ending) Year 3 & 4 Year 2 Glossary
c© Copyright HeadStart Primary Ltd Year 6
Coverage – Book 2Learning Objectives
National Curriculum Programme of Study
Statutory Requirements
Appendix 2 Glossary/Spelling/Writing
1. Capital letters for titles Year 2 Glossary 2. Noun classification Glossary 3. Conjunctions (identifying types) Year 3 & 4 Year 3 4. Paired adjectives Year 2 5. Commas (before conjunctions) Year 5 & 6 6. Modal verbs and adverbs Year 5 & 6 Year 5 7. Verbs as sentence starters Year 3 & 4 8. Parentheses (brackets, dashes, commas) Year 5 & 6 Year 5 9. Semi-colons, colons and dashes (for clauses) Year 5 & 6 Year 610. Commas, colons and semi-colons (for lists) Year 5 & 611. Direct speech (1) Year 3 & 4 Year 4 12. Direct speech (2) Year 3 & 4 Year 4 13. Relative clauses Year 5 & 6 Year 514. Expanded noun phrases Year 5 & 615. Passive voice Year 616. Past perfect tense Year 5 & 6 Glossary17. Adverbs and adverbial phrases Year 3 & 4 Year 418. Modal verbs (of politeness) Year 5 & 6 Year 519. Paragraphs Year 4 Writing Y3 & 420. Implied relative pronouns Year 5 & 6 Year 521. Prefixes (for verbs) Year 5 Spelling Y1, 3 & 422. Prepositions of time Year 3 & 4 Year 3 23. Prepositions of place and time Year 3 & 4 Year 324. Standard English Year 4 Glossary/Writing25. Question tags Year 626. Subjunctive form Year 5 & 6 Year 627. Formal language (letter writing) Year 5 & 6 Year 628. Formal language (speech) Year 5 & 6 Year 629. Reported speech Writing Y3 & 430. Reported speech (into direct speech) Year 4 Writing Y3 & 4 31. Commas (to clarify meaning) Year 5 & 6 Year 532. Subject and Object Year 6 Glossary33. Synonyms Year 6 Glossary34. Antonyms Year 6 Glossary35. Antonyms (using prefixes) Year 6 Glossary36. Apostrophes (for contraction and possession) Year 2, 3 & 4 Year 2 & 437. Adverbs (of certainty and degree) Year 5 & 6 Year 538. Adverbs (of place) Year 5 & 6 Year 539. Prefixes (for adjectives) Year 3 Glossary40. Suffixes (nouns and verbs into adjectives) Glossary41. Ellipses (omitting words) Year 6 Glossary42. Ellipses (as punctuation) Year 643. Adverbs (without “ly” ending) Year 3 & 4 Year 2 Glossary44. Bullet points (for lists) Year 5 & 6 Year 645. Bullet points (for main points) Year 5 & 6 Year 646. Hyphens (to avoid ambiguity) Year 5 & 6 Year 647. Word classes (parts of speech) (1) Year 3, 4, 5 & 6 Glossary48. Word classes (parts of speech) (2) Year 3, 4, 5 & 6 Glossary49. Imperative verbs (for commands) Glossary/Writing50. Phrasal verbs51. Sentence punctuation (1) Y3, 4, 5 & 6 Glossary52. Sentence punctuation (2) Y3, 4, 5 & 6 Glossary53. Cohesive devices (paragraphs) Years 5 & 6 Writing Y5 & 654. Layout devices (1) Year 6 Writing Y3, 4, 5 & 655. Layout devices (2) Year 6 Writing Y3, 4, 5 & 6
(Headings marked with the Spitfire symbol denote concepts not covered in Book 1.)
c© Copyright HeadStart Primary Ltd Year 6
Coverage – Book 2Learning Objectives
National Curriculum Programme of Study
Statutory Requirements
Appendix 2 Glossary/Spelling/Writing
1. Capital letters for titles Year 2 Glossary 2. Noun classification Glossary 3. Conjunctions (identifying types) Year 3 & 4 Year 3 4. Paired adjectives Year 2 5. Commas (before conjunctions) Year 5 & 6 6. Modal verbs and adverbs Year 5 & 6 Year 5 7. Verbs as sentence starters Year 3 & 4 8. Parentheses (brackets, dashes, commas) Year 5 & 6 Year 5 9. Semi-colons, colons and dashes (for clauses) Year 5 & 6 Year 610. Commas, colons and semi-colons (for lists) Year 5 & 611. Direct speech (1) Year 3 & 4 Year 4 12. Direct speech (2) Year 3 & 4 Year 4 13. Relative clauses Year 5 & 6 Year 514. Expanded noun phrases Year 5 & 615. Passive voice Year 616. Past perfect tense Year 5 & 6 Glossary17. Adverbs and adverbial phrases Year 3 & 4 Year 418. Modal verbs (of politeness) Year 5 & 6 Year 519. Paragraphs Year 4 Writing Y3 & 420. Implied relative pronouns Year 5 & 6 Year 521. Prefixes (for verbs) Year 5 Spelling Y1, 3 & 422. Prepositions of time Year 3 & 4 Year 3 23. Prepositions of place and time Year 3 & 4 Year 324. Standard English Year 4 Glossary/Writing25. Question tags Year 626. Subjunctive form Year 5 & 6 Year 627. Formal language (letter writing) Year 5 & 6 Year 628. Formal language (speech) Year 5 & 6 Year 629. Reported speech Writing Y3 & 430. Reported speech (into direct speech) Year 4 Writing Y3 & 4 31. Commas (to clarify meaning) Year 5 & 6 Year 532. Subject and Object Year 6 Glossary33. Synonyms Year 6 Glossary34. Antonyms Year 6 Glossary35. Antonyms (using prefixes) Year 6 Glossary36. Apostrophes (for contraction and possession) Year 2, 3 & 4 Year 2 & 437. Adverbs (of certainty and degree) Year 5 & 6 Year 538. Adverbs (of place) Year 5 & 6 Year 539. Prefixes (for adjectives) Year 3 Glossary40. Suffixes (nouns and verbs into adjectives) Glossary41. Ellipses (omitting words) Year 6 Glossary42. Ellipses (as punctuation) Year 643. Adverbs (without “ly” ending) Year 3 & 4 Year 2 Glossary44. Bullet points (for lists) Year 5 & 6 Year 645. Bullet points (for main points) Year 5 & 6 Year 646. Hyphens (to avoid ambiguity) Year 5 & 6 Year 647. Word classes (parts of speech) (1) Year 3, 4, 5 & 6 Glossary48. Word classes (parts of speech) (2) Year 3, 4, 5 & 6 Glossary49. Imperative verbs (for commands) Glossary/Writing50. Phrasal verbs51. Sentence punctuation (1) Y3, 4, 5 & 6 Glossary52. Sentence punctuation (2) Y3, 4, 5 & 6 Glossary53. Cohesive devices (paragraphs) Years 5 & 6 Writing Y5 & 654. Layout devices (1) Year 6 Writing Y3, 4, 5 & 655. Layout devices (2) Year 6 Writing Y3, 4, 5 & 6
(Headings marked with the Spitfire symbol denote concepts not covered in Book 1.)
© Copyright HeadStart Primary Ltd d Year 6
Coverage (continued)
Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
Book 1 p 81 – 84 Book 2 p 26, 27, 28
Using passive verbs to affect the presentation of information in a sentence
Book 1 p 45 – 48 Book 2 p 15
Using the perfect form of verbs to mark relationships of time and cause
Book 1 p 49 – 52 Book 2 p 16
Using expanded noun phrases to convey complicated information concisely
Book 1 p 41 – 44 Book 2 p 14
Using modal verbs to indicate degrees of possibility
Book 1 p 17 – 20 Book 2 p 6
Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
Book 1 p 37 – 40 Book 2 p 13, 20Book 1 p 65 – 68
Learning the grammar for years 5 and 6 in English Appendix 2
indicate grammatical and other features by:
Using commas to clarify meaning or avoid ambiguity in writing
Book 1 p 89 – 92 Book 2 p 31
Using modal verbs to show politeness
Book 1 p 57 – 60 Book 2 p 46
Using brackets, dashes or commas to indicate parenthesis
Book 1 p 25 – 28 Book 2 p 48
Using semi-colons, colons or dashes to mark boundaries between clauses
Book 1 p 29 – 32 Book 2 p 9
Using a colon to introduce a list
Book 2 p 10
Punctuating bullet points consistently
Book 2 p 44, 45
The following table shows how the programmes of study are covered by the scheme of work presented in this book. Pupils should be taught to: develop their understanding of the concepts set out in English Appendix 2 by:
e© Copyright HeadStart Primary Ltd Year 6
The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing
Book 1 p 77 – 80 Book 2 p 24, 27, 28
How words are related by meaning as synonyms and antonyms
Book 1 p 97 – 100 Book 2 p 33, 34, 35
Use of the passive to affect the presentation of information in a sentence
Book 1 p 45 – 48 Book 2 p 15
The difference between structures typical of informal speech and structures appropriate for formal speech and writing (for example, the use of question tags, or the use of subjunctive forms)
Book 1 p 77 – 80 Book 2 p 24, 25, 26, 27, 28Book 1 p 81 – 84
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections (for example, the use of adverbials), and ellipses
Book 1 p 61 – 64 Book 2 p 53
Layout devices (for example, headings, sub-headings, columns, bullets, or tables) to structure text
Book 2 p 54, 55
Use of the semi-colon, colon, and dash to mark the boundary between independent clausesBook 1 p 29 – 32 Book 2 p 9
Use of the colon to introduce a list and use of semi-colons within lists
Book 2 p 10
Punctuation of bullet points to list information
Book 2 p 44, 45
How hyphens can be used to avoid ambiguity
Book 2 page 46
Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
Coverage (continued)
Appendix 2: Vocabulary, grammar and punctuation
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Book 2
Year 6English Grammar & Punctuation
Activity Sheets & Assessments
