Summer 2 Week 6
Grammar - 9.7.20
Grammar - 10.7.20
Summer 2 Week 5
Summer 2 Week 4
Summer 2 Week 3
Summer 2 Week 2
Summer 2 Week 1
Monday 1st June/ Tuesday 2nd June
For today's lesson, please follow the link on Similies and Metaphors.
Please complete all 3 activities over the next two days.
Summer 1 Week 5
Summer 1, Week 4
Attached below is the rest of the week's grammar sessions - please find the titles to follow. Either print the sheets, or write in your exercise book.
Wednesday 13th May - A Long and Lonely Road
Thursday 14th May - Bustling Bradley Market
Friday 15th May - Charlotte's Adventure
Summer 1, Week 3 - W/C 4th May 2020
In Years 3 and 4, children are taught to use a range of conjunctions to extend sentences. They should be able to use CO-ORDINATING and SUBORDINATING conjunctions fluently in independent writing to help engage the reader.
Conjunctions: Conjunctions are the ‘glue’ that hold together words and different parts of a sentence. For example, in the sentence, ‘Sandra bought a new bag and she bought some new shoes’, the conjunction and joins together the two clauses (Sandra bought a new bag. She bought some new shoes.).
Co-ordinating conjunctions: Children will first begin to use co-ordinating conjunctions in Years 1 and 2. They are usually used to join two independent clauses together (small sentences which make sense on their own). The conjunctions taught are and, so, but and or. For example: June likes coffee but she does not like tea. In the sentence above, ‘June likes coffee’ makes sense on its own. Equally, so does ‘she does not like tea’. However, when we join these two together using but, they make one compound sentence.
Subordinating conjunctions: In Years 3 and 4, children are taught to use a range of subordinating conjunctions to extend their sentences such as when, because, if, unless, although and while. These join the main clause (a sentence which makes sense on its own) with a subordinate clause (a clause that does not make sense on its own). For example: Peter ate his dinner quickly because he was hungry. ‘Peter ate his dinner quickly’ is the main clause because it makes sense on its own. However, ‘because he was hungry’ is not a sentence which makes sense on its own. This clause only makes sense once it is joined to the independent clause, ‘Peter ate his dinner quickly.’
Please find this weeks tasks below.