PowerPoint Presentations for Year 5 of the Grammar and Punctuation Scheme of Work
If you are teaching Year 6 and are using Hamilton Catch-up Materials, the RED text in your Responses Document refers to the presentations on this page.
Use Relative clauses to add further information
Extend children’s use of subordinate clauses to include the use of relative pronouns, ‘who’, ‘which’, ‘where’, ‘why’ or ‘whose’. Children can identify and then use these in their own writing, varying their place in the sentence and using appropriate punctuation.
Dad, who was not known for his co-ordination skills, tripped on the wet flannel and fell over.
Silently, the tiger slipped behind the deer, which was blithely unaware of her presence.
Terminology: Clause, Relative pronoun, Subordinate clause, Comma
Use Modal Verbs and also Adverbs of Possibility to indicate degrees of probability, possibility and ability
Show children how we can have a hierarchy of possibility using modal verbs:
I may go to my granny’s. / I might go to my granny’s. / I should go to my granny’s.
I will go to my granny’s./ I must go to my granny’s.
And similar effects can be achieved using adverbs of possibility.
Perhaps the dog ate his dinner. Probably the dog ate his dinner. Definitely the dog ate his dinner!
Terminology: Modal verb, Adverb
Use Adverbials and Paragraphs to build Cohesion
Adverbs and adverbials can be used to add information about time, place, number, cause, etc. Importantly, adverbials can link ideas across and within paragraphs. Encourage children to use these to break up their writing and to link ideas using words such as ‘Earlier...’ or ‘Nearby...’ or ‘Secondly...’. They can also use phrases in the same way: ‘Later on...’ or ‘Far away...’ or ‘In another way…’
Terminology: Paragraph, Adverb, Adverbial, Fronted adverbial, Cohesion
Use Parentheses to add information
Help children to see that brackets, dashes and commas can all be used to indicate parenthesis. Explore the differences in emphasis when each are chosen.
In the museum, toys (always the most popular exhibit) are on display as you enter the hall.
In the museum, the dinosaur – first seen from the stairs – is the largest exhibit they possess.
In the museum, the fossils, never easy to display, have lights behind them.
Terminology: Bracket, Dash, Comma, Parenthesis
Write correctly laid out Dialogue and recognise Direct and Indirect Speech.
Consolidate children’s use of dialogue, including use of speech punctuation and the use of a range of reporting clauses. Stress differences between spoken and written speech, e.g. slang and contracted forms.
“Give me a break,” sneered Tom, “You can’t expect me to believe that!”
“Ger’off, you’re hurting me,” Sam told his younger brother.
Recognise the difference between direct and indirect speech and relate to differences between informal and formal speech structures. Children need to turn direct speech into indirect speech and recognise how the writing becomes more formal.
“I’ll never admit that you’re better than Arsenal,” Fred growled as the Man U supporter tightened the headlock.
Turns into: Fred refused to admit that Arsenal was inferior to Manchester United, even though the supporter had him in a headlock.
Terminology: Inverted commas or Speech marks, Formal, Informal, Contracted forms, Direct speech, Indirect speech, Reported speech
Use Apostrophes correctly.
Consolidate correct use of apostrophes:To indicate possession in singular or plural nouns.
The dog’s tail, cats’ eyes, ..
To indicate a contraction – taking the place of missing letter(s)
I’m, don’t, wouldn’t, shouldn’t’ve
Terminology: Apostrophe, Contraction, Possessive
Use Commas to clarify meaning or avoid ambiguity
Encourage children to read their work for sense and meaning, and to punctuate short pauses with commas.
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