GPSYear 6Summer Block 2 (Consolidation)10 Consolidating Redrafting – Sentences › Consolidating Redrafting – Sentences Year 6 Consolidation Resource Pack

Consolidating Redrafting – Sentences Year 6 Consolidation Resource Pack

Consolidating Redrafting - Sentences Year 6 Resource Pack

Step 10: Consolidating Redrafting - Sentences Year 6 Resource Pack

Consolidating Redrafting - Sentences Year 6 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 2.

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What's included in the pack?

This pack includes:

  • Consolidating Redrafting - Sentences Year 6 Teaching PowerPoint.
  • Consolidating Redrafting - Sentences Year 6 Varied Fluency with answers.
  • Consolidating Redrafting - Sentences Year 6 Application and Reasoning with answers.

National Curriculum Objectives

English Year 6: Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

English Year 6: Draft and write by using a wide range of devices to build cohesion within and across paragraphs

Differentiation:

Varied Fluency
Developing Questions to support redrafting sentences which include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Questions to support redrafting sentences which include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Questions to support redrafting sentences which vary in length and structure, and where some language used is unfamiliar. Some language is colloquial or archaic and as such it may prove useful for children to have access to dictionaries for questions in this level.

Application and Reasoning
Questions 1, 4 and 7 (Application)
Developing Rewrite a sentence to make it more interesting by changing the adjectives and verbs. Sentences include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Rewrite a sentence to make it more interesting by changing the adjectives and verbs. Sentences include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Rewrite a sentence to make it more interesting by changing the adjectives and verbs. Sentences vary in length and structure, and some language used may be unfamiliar. Some language is colloquial or archaic and as such it may prove useful for children to have access to dictionaries for questions in this level.

Questions 2, 5 and 8 (Application)
Developing Add a fronted adverbial to the first sentence of a paragraph in order to make the setting/timing of the action clearer. Sentences include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Add a fronted adverbial to the first sentence of a paragraph in order to make the setting/timing of the action clearer. Sentences include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Add a fronted adverbial to the first sentence of a paragraph in order to make the setting/timing of the action clearer. Sentences vary in length and structure, and some language used may be unfamiliar. Some language is colloquial or archaic.

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether a sentence has been improved by redrafting. Sentences include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Explain whether a sentence has been improved by redrafting. Sentences include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Explain whether a sentence has been improved by redrafting, and suggest a further improvement. Sentences vary in length and structure, and some language used may be unfamiliar. Some language is colloquial or archaic.

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