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Question Tags in Informal Speech and Writing Year 6 Formal and Informal Resource Pack

Question Tags in Informal Speech and Writing Year 6 Resource Pack

Step 3: Question Tags in Informal Speech and Writing Year 6 Resource Pack

Question Tags in Informal Speech and Writing 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 Spring Block 3.

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What's included in the pack?

This pack includes:

  • Question Tags in Informal Speech and Writing Year 6 Teaching PowerPoint.
  • Question Tags in Informal Speech and Writing Year 6 Varied Fluency with answers.
  • Question Tags in Informal Speech and Writing Year 6 Application and Reasoning with answers.

National Curriculum Objectives

English Year 6: (6G7.4) Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

English Year 6: (6G7.2) The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]

English Year 6: (6G7.3) The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]

Differentiation:

Varied Fluency
Developing Questions to support recognising and using question tags. Using sentences of a maximum of two clauses and vocabulary is predominantly taken from the Y3/4 spelling expectations.
Expected Questions to support recognising and using question tags. Using sentences that may have multiple clauses and feature vocabulary which is predominantly taken from the Y5/6 spelling expectations.
Greater Depth Questions to support recognising and using question tags. Using sentences which vary in length and structure and some of the 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 (physical or digital) for questions in this level.

Application and Reasoning
Questions 1, 4 and 7 (Application)
Developing Add a question tag. Using sentences with a maximum of two clauses and vocabulary predominantly taken from the Y3/4 spelling expectations.
Expected Add a question tag. Using sentences may have multiple clauses and feature vocabulary which is predominantly taken from the Y5/6 spelling expectations.
Greater Depth Add a question tag. Using sentences that will vary in length and structure, some unfamiliar, colloquial or language. Dictionaries (physical or digital) may be useful.

Questions 2, 5 and 8 (Application)
Developing Create a statement to match a question tag. Using sentences with a maximum of two clauses and vocabulary predominantly taken from the Y3/4 spelling expectations.
Expected Create a statement to match a question tag. Using sentences that may have multiple clauses and vocabulary predominantly taken from the Y5/6 spelling expectations.
Greater Depth Create a statement to match a question tag. Using sentences that will vary in length and structure, and some unfamiliar, colloquial or language. Dictionaries (physical or digital) may be useful.

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether a sentence makes sense. Using sentences with a maximum of two clauses and vocabulary predominantly taken from the Y3/4 spelling expectations.
Expected Explain whether a sentence makes sense. Using sentences that may have multiple clauses and vocabulary predominantly taken from the Y5/6 spelling expectations.
Greater Depth Explain whether a sentence makes sense. Using sentences that will vary in length and structure, and some unfamiliar, colloquial or language. Dictionaries (physical or digital) may be useful.

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