Using Formal and Informal Styles Year 6 Formal and Informal Resource Pack

Using Formal and Informal Styles Year 6 Resource Pack

Step 5: Using Formal and Informal Styles Year 6 Resource Pack

Using Formal and Informal Styles 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:

  • Using Formal and Informal Styles Year 6 Teaching PowerPoint.
  • Using Formal and Informal Styles Year 6 Varied Fluency with answers.
  • Using Formal and Informal Styles 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 the use of formal and informal vocabulary and structures. Sentences include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Questions to support the use of formal and informal vocabulary and structures. Sentences include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Questions to support the use of formal and informal vocabulary and structures. 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.

Application and Reasoning
Questions 1, 4 and 7 (Application)
Developing Write a sentence by selecting appropriate words from the word bank. Includes vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Write a sentence by selecting appropriate words from the word bank. Includes vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Write a sentence by selecting appropriate words from the word bank. Some vocabulary 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 Rewrite the informal text in a given formal style and vice versa. Sentences include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Rewrite the informal text in a given formal style and vice versa. Sentences include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Rewrite the informal text in a given formal style and vice versa. Sentences will 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 3, 6 and 9 (Reasoning)
Developing Explain if the given formal or informal text is correct. Sentences include up to two clauses and use vocabulary taken predominantly from the Year 3/4 spelling expectations.
Expected Explain if the given formal or informal text is correct. Sentences include multiple clauses and use vocabulary taken predominantly from the Year 5/6 spelling expectations.
Greater Depth Explain if the given formal or informal text is correct. Sentences will 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.

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