Are you looking for a quick activity to elevate your children's grammar skills? This Year 6 5-Minute GPS Summer 1 Week 2 resource could be just what you need to keep those important, but tricky-to-remember, grammar rules in children's working memories.
The activities include a range of question styles and cover all topics taught throughout the year, meaning you can relax in the knowledge that children will recap everything they need to know. Plus, the answer sheets ensure self-marking is quick and easy.
Designed to be displayed on the interactive whiteboard for early morning work, a lesson starter or a 5-minute challenge, this resource ties in with our grammar, punctuation and spelling curriculum and our ever-popular grammar assessments.
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Curriculum Objectives
- Terminology for pupils: subordinate clause
- Indicate grammatical and other features by: Using commas to clarify meaning or avoid ambiguity in writing / Use of commas to clarify meaning or avoid ambiguity / Terminology for pupils: ambiguity
- Terminology for pupils: cohesion
- Develop their understanding of the concepts set out in English appendix 2 by: Using passive verbs to affect the presentation of information in a sentence / Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)] / Terminology for pupils: active / Terminology for pupils: passive
- Indicate grammatical and other features by: Using colons to mark boundaries between independent clauses / Indicate grammatical and other features by: Using a colon to introduce a list / Use of the colon to mark the boundary between independent clauses / Use of the colon to introduce a list / Terminology for pupils: colon
- Indicate grammatical and other features by: Using dashes to mark boundaries between independent clauses / Use of the dash to mark the boundary between independent clauses
- Indicate grammatical and other features by: Punctuating bullet points consistently / Punctuation of bullet points to list information / Terminology for pupils: bullet points
- 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]
- How words are related by meaning as synonyms and antonyms [for example, big, large, little] / Terminology for pupils: synonym / Terminology for pupils: antonym
- 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]
- Terminology for pupils: subject and object
Tags
Summer
3G3.4
5G5.6a
5G1.5
6G4.4
6G5.10
6G5.12
6G5.14
6G7.2
6G6.1
6G7.3
6G1.9
