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Consolidating Fronted Adverbials Year 4 Consolidation Resource Pack

Consolidating Fronted Adverbials Year 4

Step 10: Consolidating Fronted Adverbials Year 4 Resource Pack

Consolidating Fronted Adverbials Year 4 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and application and reasoning resources. This pack is designed to work alongside our GPS Scheme of Work for Summer Block 3.

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What's included in the pack?

This pack includes:

  • Consolidating Fronted Adverbials Year 4 Teaching PowerPoint.
  • Consolidating Fronted Adverbials Year 4 Varied Fluency with answers.
  • Consolidating Fronted Adverbials Year 4 Application and Reasoning with answers.

National Curriculum Objectives

English Year 4: (4G5.6b) Using fronted adverbials

English Year 4:(4G5.6b) Fronted adverbials [for example, Later that day, I heard the bad news.]

English Year 4:(4G5.6b) Using commas after fronted adverbials

English Year 4:(4G5.6b) Use commas after fronted adverbials

Terminology for pupils:

Differentiation:

Varied Fluency
Developing Questions to consolidate recognising and using time, place and descriptive fronted adverbials within single clause sentences (For example; Cautiously, he tiptoed away).
Expected Questions to consolidate recognising and using time, place, and descriptive fronted adverbials in sentences with two expanded clauses (For example; In the blink of an eye, he disappeared into the depths of the cave).
Greater Depth Questions to consolidate recognising and using time, place, and descriptive fronted adverbials in sentences with multiple clauses and adverbials (For example; In the dead of night, shaking with fear, the figure stood on the cliff edge waiting as the seconds ticked by). Commas must be placed independently.

Application and Reasoning
Questions 1, 4 and 7 (Application)
Developing Rewrite a sentence so that the adverb becomes a fronted adverbial when recognising and using time, place, and descriptive fronted adverbials in sentences with one or two simple clauses or phrases (For example; Cautiously, he tiptoed away).
Expected Rewrite a sentence so that the adverb becomes a fronted adverbial when recognising and using time, place, and descriptive fronted adverbials in sentences with two expanded clauses (For example; In the blink of an eye, he disappeared into the depths of the cave).
Greater Depth Rewrite a sentence so that the adverb becomes a fronted adverbial when recognising and using time, place, and descriptive fronted adverbials in sentences with multiple clauses and adverbials (For example; In the dead of night, shaking with fear, the figure stood on the cliff edge waiting as the seconds ticked by). Commas must be placed independently.

Questions 2, 5 and 8 (Reasoning)
Developing Identify which sentence is the odd one out and explain why when recognising and using time, place, and descriptive fronted adverbials in sentences. Differentiation as above.
Expected Identify which sentence is the odd one out and explain why when recognising and using time, place, and descriptive fronted adverbials in sentences. Differentiation as above.
Greater Depth Identify which sentence is the odd one out and explain why when recognising and using time, place, and descriptive fronted adverbials in sentence. Differentiation as above.

Questions 3, 6 and 9 (Reasoning)
Developing Decide which statement is correct and explain why when recognising and using time, place, and descriptive fronted adverbials in sentences. Differentiation as above.
Expected Decide which statement is correct and explain why when recognising and using time, place, and descriptive fronted adverbials in sentences. Differentiation as above.
Greater Depth Decide which statement is correct and explain why when recognising and using time, place, and descriptive fronted adverbials in sentence. Differentiation as above.

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