English

Monday Spelling Starter:

Weekly focus: LO: I can correctly identify suffixes and their meanings and add them to root words.

Last week we focused on prefixes that go at the front of a root word. This week we are looking at suffixes that go at the end of a root word.

Use the game to practise matching the root word with the suffix to familiarise yourself with common suffixes.

Choose level 3 or 4.http://bigbrownbear.co.uk/demo/suffix.htm

Monday Main Task:

LO: I can plan a Viking myth.

Tuesday Guided Reading Image:

Tuesday Spelling Starter:

Find as many words as you can that end in the given suffixes. Some are easier than others!

Tuesday Main Task:

LO: I can recognise and use a fronted adverbial.

(You do not need to print these documents, you can write the sentences in your books).

* Fronted Adverbials

** Fronted Adverbials

Now write 5 fronted adverbial of your own, where the fronted adverbials must describe the time, place, frequesncy, possibility or manner of the action in your main clause.

*** Fronted Adverbials

Now write 5 fronted adverbial of your own, where the fronted adverbials must describe the time, place, frequesncy, possibility or manner of the action in your main clause

Wednesday Spelling Starter:

Can you create some sentences using the words you came up with yesterday?

Challenge: Can you use the root word separately as well as the suffix word.

Example: Those bright yellow sunflowers could certainly brighten up any room!

Wednesday Main Task:

L.O: I can use inverted commas to punctuate dialogue

Inverted commas:

Inverted commas are punctuation marks that are used in writing to show where speech or a quotation begins and ends.

They are usually written or printed as ' ' or “ ” Inverted commas are also sometimes used around the titles of books, plays, or songs, or around a word or

phrase that is being discussed. You will use inverted commas in your myths to show dialogue between characters.

* Inverted commas

Task 1:

Task 2: Copy these sentences into your books putting the inverted commas in the right places.

1. The boy said, I would like to go home now.

2. The lady asked, why do you want to go so soon?

3. I don’t feel very well, the boy replied.

4. The lady whispered, are you missing your mum?

5. The boy looked at her and muttered, you won’t tell anyone will you?

6. The lady winked and answered, of course not silly.

Task 3:

Write sentences using these words instead of ‘said’.

a) shouted b) cried c) yelled d) asked

e) explained f) begged g) snapped h) boasted

** Inverted commas

Inverted commas show us when somebody is talking. There are exceptions to the rule, namely plays, but most of the time these are good indicators to aid our reading.

Task 1:

Copy these sentences into your books. Put the inverted commas in the correct places.

1. Quick! Pass the ball to me! Shouted Carla. No one is marking me.2. Can I help you? Asked the policeman. You look a bit lost young lady.3. Oh no! Don't let Mr Cockcroft take the penalty! Shouted Nick.4. I'll meet you in town, said Tom. Just by the cake shop.5. I've dropped my wallet, said Craig. It must be round here somewhere.6. Look at this picture, said Mr Pitchford. It's magnificent!

Task 2:

To make your writing more interesting, try not to use 'said' all the time. Think of 8 other words you could use and write these words into a sentence with speech in it to show me you can use the words in context. You can use this to help you:

Task 3:

Copy the passage into your books. You must add in the inverted commas AND remember new speaker, new line.

I'm afraid I have some bad news, Mrs Brown said to the children. Your father has had an accident. What's the matter? Rob asked. Is it serious? Will he have to go to hospital? Pete asked. Will he have to have an operation? Debbie asked. Now don't worry, Mrs Brown replied. It's not as bad as all that. Someone crashed into his car but he hasn't broken any bones. That's a relief! Rob exclaimed. But I bet he's a bit shaken up, said Debbie. He sounded fine on the phone, Mrs Brown said, but the car is badly damaged. A damaged car, said Pete, is better than a damaged Dad!

*** Inverted Commas

Task 1:

‘Said’ is often used to show people are speaking in stories. Think of 8 alternative words for said and write them in your books.

Task 2:

Choose 5 of the words you have written for task one and put them into sentences with speech in them to show you can use them in context.

Task 3:

Copy these sentences into your books. Put the inverted commas in the correct places.

1. Stand there! Shouted Mr Cockcroft.2. Phil cried, watch out for that door!3. Please don’t hurt me, begged the little man.4. The crowd chanted United! United!5. Run! The house is on fire! Screamed Creole.6. Tim asked, what’s the date please?7. Is it nearly dinner? Asked Anna. I’m starving.8. You’re early, said the waiter. Your table isn’t quite ready.9. I can’t play out tonight, explained Rachel. I’ve got too much homework to do.10. It’s no use crying, snapped Tony. You’ll only make me angrier.

Task 4:

Play scripts are different. They don’t use inverted commas, but obviously, people are still speaking. Change this short passage from a play into a story using speech marks where necessary. Try and add parts in to make it interesting.

Mr P: Should we set the children more homework this weekend?

Mr C: You’re so cruel! It’s the weekend, let them play. Chill out man!

Mr P: Me, cruel! Says one. Chill out, what kind of a phrase is that for a teacher?

Mr C: Give them a break. We’ll set the work during the week.

Mr P: You’re going soft in your old age you know.

Mr C: Soft, me! And we’ll have less of the old age thank you!

Extension: Read this passage carefully. You have to copy the passage into your books, but make sure you put new speakers on new lines as I’ve forgotten!

"Are you going to the football match Mike" asked Rich. "No, it’s going to be rubbish." Replied Mike. "Carlisle are going to thrash Crewe!" "In your dreams Mike. Have you seen the Carlisle team? My Grannies better than most of them!" Laughed Rich. "Ho, ho. I love a man with a sense of humour! “said Mike. "We have a new striker, Cockcroft he’s called. He’s a demon penalty taker!" "You’ll need more than a new striker to save you,” cried Rich."You haven’t got a hope. We’re unbeatable!"

Thursday Spelling Starter;

As tomorrow is a bank holiday, your Spelling test will be today.

Get a family member to test you on your spellings from last week. A challenge could be to complete both levels!

Silver Gold

incorrect irrelevant

disagree irresponsible

incorrect impatient

misspell impossible

mislead illegal

interact immortal

disappear misbehave

mislead disappoint

Here are your new test words for next Friday:

Silver Gold

simplify affectionate

apologise hospitalise

separate assassinate

surprise invertebrate

lengthen compromise

purify declassify

heartbroken anticipate

brighten merchandise

lengthen qualify

alienate downtrodden

Thursday Main Task:

Today you will write the opening of your own Viking myth. Refer to your story mountain plan from Monday.

Remember the opening of your myth MUST introduce the main character, describe the setting and engage the reader. Read through the model opening provided.

Look carefully at your chosen success criteria for writing your myth to see what your writing must include.

Use the below model to help you. You are welcome to magpie ideas.

Model Myth opening:

* Success Criteria

I have used varied fronted adverbials for impact

I have written in third person (He, she, it, they)

I have included a clear beginning, problem, resolution and ending.

I have consistently organised my writing into paragraphs.

I have used wow adjectives to describe characters and settings.

I have used similes and metaphors.

I have included a moral in my myth.

** Success Criteria

I have used varied fronted adverbials for impact

I have written in third person (He, she, it, they)

I have included a clear beginning, problem, resolution and ending.

I have consistently organised my writing into paragraphs.

I have used wow adjectives to describe characters and settings.

I have used figurative language (MAPSO PF)

I have included a moral in my myth.

*** Success Criteria

I have used varied fronted adverbials for impact

I have written in third person (He, she, it, they)

I have included a clear beginning, problem, resolution and ending.

I have included a moral in my myth.

I have consistently organised my writing into paragraphs.

I have used wow adjectives to describe characters and settings.

I have used figurative language (MAPSO PF)

I have used relative pronouns to avoid repetition.

I have used relative clauses to add detail to my sentences.

I have used genre specific vocabulary