GPSYear 6Spring Block 3 (Formal and Informal)01 Recognising Formal and Informal Writing › Recognising Formal and Informal Writing Year 6 Formal and Informal Free Resource Pack

Recognising Formal and Informal Writing Year 6 Formal and Informal Free Resource Pack

Recognising Formal and Informal Writing Year 6 Resources

Step 1: Recognising Formal and Informal Writing Year 6 Spring 3 Resources

Recognising Formal and Informal 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:

  • Recognising Formal and Informal Writing Year 6 Teaching PowerPoint.
  • Recognising Formal and Informal Writing Year 6 Varied Fluency with answers.
  • Recognising Formal and Informal 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 formal and informal vocabulary in sentences with up to two clauses, featuring vocabulary predominantly from Y3/4 spelling list.
Expected Questions to support recognising formal and informal vocabulary in multi-clause sentences, featuring vocabulary predominantly from Y5/6 spelling list.
Greater Depth Questions to support recognising formal and informal vocabulary in sentences of varying length and structure, using language which is colloquial or archaic and likely to be unfamiliar. It may prove useful for children to have access to dictionaries.

Application and Reasoning
Questions 1, 4 and 7 (Reasoning)
Developing Explain why sentences, with up to two clauses featuring vocabulary predominantly from Y3/4 spelling list, are formal or informal, identifying specific words.
Expected Explain why multi-clause sentences, featuring vocabulary predominantly from Y5/6 spelling list, are formal or informal, identifying specific words.
Greater Depth Explain why sentences, of varying length and structure – featuring language which is colloquial or archaic and likely to be unfamiliar, are formal or informal, identifying specific words.

Questions 2, 5 and 8 (Application)
Developing Underline and correct formal or informal parts in sentences with up to two clauses featuring vocabulary predominantly from Y3/4 spelling list.
Expected Underline and correct formal or informal parts in multi-clause sentences featuring vocabulary predominantly from Y5/6 spelling list.
Greater Depth Underline and correct formal or informal parts in sentences of varying length and structure, using language which is colloquial or archaic and likely to be unfamiliar.

Questions 3, 6 and 9 (Reasoning)
Developing Recognise formal or informal language in sentences with up to two clauses featuring vocabulary predominantly from Y3/4 spelling list.
Expected Recognise formal or informal language in multi-clause sentences featuring vocabulary predominantly from Y5/6 spelling list.
Greater Depth Recognise formal or informal language in sentences of varying length and structure, using language which is colloquial or archaic and likely to be unfamiliar.

This resource is available to download with a Taster subscription.