year 5 english home learning week 6 - william harding school

Year 5

English

Home Learning

Week 6

Year 5 Transition Units

Writing

Editing and improving writing – narrative/non-narrative

Consistently and independently use and correct basic punctuation forms (full stops, capital

letters, question marks, exclamation marks, commas in lists, apostrophes for contraction)

Apply a range of strategies to identify and correct spelling errors

Recognise & correct tense & perspective in a passage of text

Use a range of simple conjunctions to develop cohesion

Revision of Relative Clauses

Carefully select language for effect

Reading

Explain your reason for making an inference

Find and record evidence to support a point

Identify and suggest synonyms

Prove or disprove a statement about a passage

Retrieve a key fact

Monday

Cohesion

VocabularyChoose at least 1 word from the star and find the meaning, draw an image

and write the word into a sentence.

deceive

perceive

conceive

Starter

I can link sentences using a range of

conjunctions.

I can write using a range of conjunctions.

I can write at length using a range of

conjunctions.

LO: To understand how to use a range of simple conjunctions to aid cohesion

Success Criteria Key Vocabulary:

Conjunction

Cohesion

Cause and effect

Opposition

Reinforcing

Time

Learning Objective, Success Criteria…

What is cohesion?

What cohesive devices

can you remember?

What is cohesion?

Cohesion in writing means tying the words and

ideas together so that there is flow between

them. It is a little like invisible glue between

words and paragraphs. Having good cohesion in

your writing means that your readers can easily

understand your ideas, as they flow smoothly

from one to another.

Using conjunctions is a very effective

way of making your writing cohesive.

Conjunctions for cohesion

How many conjunctions can

you list in two minutes?

Extra challenge – can you group

the conjunctions according to

their meaning?

Conjunctions for cohesion

Cause and effect

therefore

consequently

as a result

Reinforcing

furthermore

in addition

after all

Time

firstly

finally

after that

Opposition

however

on the other hand

but

Mini Task

Can you select a suitable conjunction to go in the spaces?

Jess went to play tennis _________ it was raining.

Jim read a book __________ he waited for the dentist.

I like crisps. _______,they are unhealthy and full of fat.

It was almost dark when we __________ reached our

destination.

So, how can conjunctions help us to

produce more cohesive writing?

Birds migrate in the winter. It is too cold to remain in the United Kingdom. It

is warmer in North Africa at this time. They often fly there.

This paragraph is made up of four separate sentences which all

make sense. However, the writing is quite ‘jumpy’ and there is

very little cohesion.

How could you make it more cohesive?

This is better!

Birds migrate in the winter because it is too cold to

remain in the United Kingdom. As it is warmer in North

Africa at this time, they often fly there.

Let’s look at another example.

Sometimes the pressure below the Earth’s surface builds up. Magma and gases

rush upwards and towards the cracks in the crust. The volcano erupts. Hot,

sticky lava is thrown out of the volcano .

Mini Task

How could you insert

some conjunctions to

improve the cohesion

of these ideas? As we

are explaining

something,

conjunctions of ‘cause

and effect’ are useful.

Cause and effecttherefore

consequently

as a result

thanks to the…

because of this …

How did you do?

Sometimes the pressure below the Earth’s surface builds up.

Consequently, magma and gases rush upwards and towards the

cracks in the crust. Because of this, the volcano erupts and hot,

sticky lava is thrown out of the volcano .

Conjunctions could be placed here

to improve cohesion.

Mini Task

Green Group – Improve the 1st one

Blue Group – Improve the first 2.

Yellow Group – Improve all of them.

Rome is the capital city of Italy. It has many historic buildings. It is

the home of the Pope. His main residence is a palace in Vatican City.

Water is a very special substance. It can exist as a solid, liquid or a

gas. It is the temperature which affects the state it is in. Water

vapour will turn to a liquid if it is cooled. Ice will turn to a liquid if it

is heated.

Ahead of them was a stunning waterfall, flowing into a shimmering

lake. They walked towards it. They bent down to look at their

reflections in the crystal-clear water. They gently waded into the

water.

Green Group

1. Complete the sentences by inserting a suitable conjunction.

a) The cat hid behind the sofa __________________ it was frightened of the dog.

b) __________ it rains tomorrow, the tennis match will go ahead.

c) Some people think that school uniform is a good idea ____________ others

disagree.

2. Rewrite these two sentences to include a conjunction and make the writing

more cohesive.

a) Particles in a solid are packed closely together. Particles in a gas are spaced

much further apart.

b) In the middle of the night there was a loud crash. Jake woke up with a start.

Arguments for school uniform Arguments against school uniform

Pupils can be easily identified when

out of school.

It prevents pupils expressing their

individual character.

It saves arguments between

parents/carers and children about

what to wear to school.

It can be expensive to buy.

•Use the notes in each column to write a short paragraph on the arguments for and against having school uniform. Try to include at least three conjunctions so that the writing is cohesive.

Blue Group

Yellow Group

Class 5M went on a visit to the zoo. Use the notes below to write a paragraph to describe the

sequence in which they visited the animals. Use conjunctions to make your writing cohesive.

Order of

events

What 5M did

1 Visited the chimpanzees

2 Fed the elephants

3 Went to see the nocturnal creatures

4 Visited the invertebrates

5 Travelled home

Plenary

What top tips would you give to a new Year 5

child on how to write with cohesion?

Tuesday

Select Language for Effect

Starter

Year 5/6 words.

I can use superlatives and similes.

I can use ambitious and precise language

for effect.

I can use a range of language techniques

for effect.

LO: To understand how to select language for effect


Imperative verbs

Superlatives

Comparatives

Emotive

figurative

Metaphors

Similes


What does it mean to

select language for

effect?

Language For Effect

When we talk about the effect of a piece of

writing, we are referring to the effect on the

audience or reader. Some language has a greater

or lesser effect on an audience, depending on

what the author wants to achieve. By selecting

the language we include carefully, we can ensure

that our writing achieves the desired impact.

There are lots of different types of

language that can have huge impact on

a reader.

Imperative verbs

Imperative verbs tell the

reader to do something.

They can be used to begin a

command sentence and are

often called ‘bossy’

because of their clear,

sharp message.

Common text type:

instructions.

Examples:

• Listen…

• Explain…

• Improve

…

• Order…

• Fetch…

Imperative verbs

Which sentence is more commanding of the

reader?

1. Please can you be sensible.

2. Behave in a sensible manner.

Change this sentence so it begins with an

imperative verb:

You can go and get a piece of

string.Discuss how this affects the overall meaning

of the sentence.

Comparatives and superlatives

Comparatives help us

to compare two or

more items.

Superlatives tell us

which is the ‘most’

of any given criteria.

Comparatives and

superlatives can be

used with adjectives

or adverbs.

Common text type:

persuasion.

Adjective Comparative Superlative

green greener greenest

funny funnier funniest

interesting more interesting most

interesting

tall taller tallest

Comparatives and superlatives

Comparatives and superlatives are excellent tools

for demonstrating strength of meaning in your

writing.

• The sea was clear.

• The sea was the clearest he had ever

seen. How do the superlatives affect the overall meaning

of the second sentence?

Emotive language

Emotive language is

specifically chosen to

have a dramatic impact

on the reader. Often,

this will include

exaggeration for effect.

Emotive adjectives are

usually the most

extreme versions of the

meaning, used to shock

or surprise the reader.

Common text type:

letter of complaint.

Examples:

• disastrous

• ecstatic

• forbidden

• appalling

• atrocity

• miracle

• tremendous

• disgusting

• agony

Emotive language

Change this sentence to include emotive

language:

I was unhappy with the poor

service.

Figurative language

Figurative language can be used to help the

reader construct a visual image. It uses images

and concepts that readers will be familiar with to

help them imagine what the writer is trying to

describe.

Common text type: narrative description.

Figurative language

Examples:

• Metaphor: says something is something that it is

not e.g. ‘The tree was a giant.’

• Simile: compares something to something else,

using ‘like’ or ‘as’ e.g. ‘The tree was like a giant.’

• Personification: uses human features to describe

an inanimate object e.g. ‘The tree swayed its arms

in the breeze.’

• Hyperbole: an exaggerated statement that could

not be true e.g. ‘The tree was so tall that it

touched the clouds above it.’

Mini Task

Describe this

sunflower using each

form of figurative

language. Challenge:

link your sentences to

create a descriptive

paragraph.

Uplevelling figurative language

We sometimes rely on

common metaphors and

similes that do not give

the reader the most

appropriate comparison.

Try thinking beyond the

obvious and creating your

own similes and

metaphors that really

paint the picture for the

audience.

Examples of commonly used comparisons:

As tall as a skyscraper…

As bright as the sun…

As cold as ice…

As hot as fire…

As fast as a cheetah…

Comparisons can be made to the actions of

people/animals/objects as well as how they look. For

example:

Her eyes flicked from person to person like a frog

jumping across lily-pads on a murky pond.

Uplevelling figurative language

Challenge:

Use an ambitious simile or metaphor to

describe…

• Someone feeling hot

• Someone sneaking into a room

• The way an old car arrives in a

driveway

Ambitious and precise language

We have a wealth of language at our disposal but, as

writers, our challenge is to choose the language that most

precisely fits the job we want it to do. Sometimes, this

means thinking more carefully about the exact meaning of

each word.

Common text type: information texts and narratives.

Ambitious and precise language

For example:

‘It wasn’t even three o’clock and all the cars

had their lights on as they crawled through

the gloom and spray on the main road.’

The author could have used other synonyms

such as moved, scuttled, crept or slinked.

Discuss why you think he chose ‘crawled’ as

the most precise verb.

Ambitious and precise vocabulary

fortunate speculation remorse

terrain carnivorous acknowledge

exuberant endeavour fragrant

Green Group: Identify a less ambitious synonym for each of the above. Use a

thesaurus if necessary.

Blue Group : Construct a sentence where each word is used for a precise

meaning.

Yellow Group : Explain why the alternative synonym would be less precise

than the word you have used.

Mini Task: finish each sentence with a

precise and powerful word or phrase.

It was raining ____________ outside.

Despite his ___________, he attended his dentist

appointment.

The most __________ taste filled their mouths.

Without a moment of__________, she ran

forwards.

Your turn: Uplevel each of these extracts, using a different technique on each occasion.

Green Group – use superlatives and similes.

Blue group – use ambitious and precise vocabulary

Yellow Group – use a range of language for effect

The Canary Islands are off the north coast of Africa. The weather is

sunny and often windy. People who live there usually speak Spanish.

There are many different views about evolution. Charles Darwin was

a scientist who looked at the connections between animals and

humans. People still think his research was good.

The lake seemed to be very big. It was wide and long and had lots of

reeds growing around the edge. Frogs croaked from under the lily-

pads.

Plenary

What top tips would you give to a new Year 5

pupil on how to improve their language in

their writing?

WednesdayRevision of Relative Clauses

I can include relative clauses in sentences.

I can include relative clauses in my

writing, varying the position of the

clause.

I can show the difference between

restrictive and non-restrictive relative

clauses.

LO: To understand how to include relative clauses


Relative clause

Relative pronoun

Relative adverb

Restrictive clause

Non-restrictive clause


Starter

What is a relative clause?

A relative clause gives us extra information about the noun in the

main clause.

These three girls, who have practiced very hard, won the dance

recital.

relative clause

It tells us more about the girls.

Relative clauses

A relative clause acts like an adjective by modifying (adding extra

information) nouns and pronouns.

They will start with a relative pronoun: who, whom, which and

that or with a relative adverb: where, when and why.

Australia is an enormous country, which has poisonous snakes.

I don’t like the pizza that has anchovies on top.

Sven, who is from Sweden, won the triathlon last year.

Next summer, I am going to visit China, where my brother works.

Position of a relative clause

Did you notice the position of the relative clauses? They can follow after the main clause:

Australia is an enormous country, which has poisonous snakes.

or They can be embedded (in the middle of) the main clause. These are sometimes referred to as embedded relative clauses:

Sven, who is from Sweden, won the triathlon last year.

Mini Task

Write out each sentence and underline the relative clause, then

circle the relative pronoun or relative adverb.

Formula One racing, which many of us enjoy, can be dangerous.

I have a cousin whose dog is very yappy.

He was a man that could find good in everyone.

2012 was the year when the Olympics came to London.

Practise

Underline the relative clause and circle the relative pronoun or

relative adverb.

Formula One racing, which many of us enjoy, can be dangerous.

I have a cousin whose dog is very yappy.

He was a man that could find good in everyone.

2012 was the year when the Olympics came to London.

Restrictive or non-restrictive

There are two types of relative clauses: non-restrictive and restrictive.

A non-restrictive relative clause adds information about the noun and can

be removed from the sentence without affecting the meaning of the

sentence.

Big Ben, which is in London, chimes every hour.

The relative clause adds extra information, but still makes sense without it.

Big Ben chimes every hour.

Restrictive or non-restrictive

A restrictive relative clause adds information about the noun that

is essential for the meaning of the sentence. It cannot be

removed without altering the meaning.

She crossed the road to tell the neighbour that owns the car.

In this example, there might have been lots of neighbours, it is essential to the meaning that it is the neighbour that owns the

car.

If it is a restrictive relative clause, then we don’t use commas.

Practise

Tick all non-restrictive relative clauses and cross all the restrictive

relative clauses.

I used to play with dolls when I was younger.

There isn’t any fruit left, which means I have to have nuts instead.

Ryan, who hated football, went to the match.

It is best not to put your hand out to a dog that you do not know.

Green Group Task

The crocodile, ___________________, emerged from the water.

The book, ____________________ , was a real page turner.

My teacher is from America, _______________________.

I like to invent miniature robots _______________________ .

Add detail to these sentences by adding in a relative clause.

Blue Group Task

Write sentences about yourself, your family and your home which

include a range of relative clauses with appropriate relative

pronouns and punctuation.

Yellow Group Task

1. Write at least 3 sentences which have a non-restrictive

relative clause.

2. Write at least 3 sentences which have a restrictive relative

clause.

Explain why you would include relative clauses in

your writing.

Plenary

Thursday

Prove or Disprove a Statement

Although it doesn’t have quite the fame or money as sports such as football, golf and cycling,

hockey is enjoyed by men and women all around the world. What’s more, it probably has a

longer history than most. Images of a variety of games that involve hitting objects with sticks

have been found in cultures from the Aztecs to the Greeks. The earliest record, however, comes

from ancient Egypt. But that might just be because they were especially good at preserving

accounts of their lives. As often seems the case, though, it was the British who shaped the

modern game.

1. What impression does the first sentence give about the popularity of hockey, compared with

some other sports?

2. According to the text, who enjoys hockey?

3. According to the text, what is longer for hockey than for most other sports?

Read the text carefully and then answer the questions.

With support, I can highlight relevant

information to support a statement.

I can identify relevant information to

support a statement

I include evidence from the text and

explain in detail.

LO: To understand how to prove or disprove a statement


Statement

Prove

disprove


Prove or disprove

When we read, we use lots of different skills to help us to understand, enjoy and find information from the text. To answer questions we sometimes

need to find clues in the text to prove or disprove a statement. You need to read very carefully when answering these sorts of questions.

Prove or disprove a statement

Statement: Amy’s friend is happy with her.

Read this

text

Did you get my last

text? In fact, don’t’

answer that, I know

you did as your

phone is always

attached to you. I

get that leaving your

party might have

seemed harsh, but

just ignoring me is

not going to help.

Amy

This statement is implying that Amy’s friend is happy with her and that they are still friends. Is

this true or false?

Let’s look at the evidence…


Statement: Amy’s friend is happy with her.Read this

text

Did you get my last

text? In fact, don’t’

answer that, I know

you did as your

phone is always

attached to you. I

get that leaving your

party early might

have seemed harsh,

but just ignoring me

is not going to help.

Amy

First of all, let’s pick out some key phrases from the text.

These comments suggest lots of negative feelings. Amy is answering her own question and thinks her friend is making

things worse by ignoring her.

This statement is false because friends do not ignore each other. Also, it ends with an angry emoji. Amy acknowledges she has done wrong by leaving the party early but does not

apologise.


To prove or disprove a statement you need to: -

• Read the relevant passage very carefully.

• Analyse what the statement is saying about the character, setting or information.

• Find clues in the text that either agree or disagree with that statement.

• Use these clues as evidence to prove or disprove the statement.


Statement: Lamar was

happy with the shortcut

he took.

It was getting dark very quickly because of the impending storm. Lamar decided to take a shortcut home to avoid getting caught in the storm. A few moments later, he turned into an empty road. The road was lined with towering buildings that cast menacing shadows in the fast diminishing light. Suddenly, an almighty bang cracked through the air. Lamar wondered if it was thunder or something more sinister. A shiver ran down his spine and he felt very unsettled. Getting wet was no longer his concern.

Let’s work through the text, finding evidence to either

prove or disprove the statement.

Read this extract



Firstly, looking at the evidence we know he has felt a shiver

down his spine, he is imagining noises are taking a sinister tone

and he is feeling unsettled.

Statement: Lamar was happy with the shortcut he took.


Furthermore, looking at the evidence of the setting, many negative adjectives have been

used to set the scene. For example; towering buildings,

menacing shadows and diminishing light. The

atmosphere created suggests that Lamar does not want to

be alone here.




Finally, the reason Lamar took the shortcut was to avoid

getting caught in the storm, i.e. getting wet. By the end of the passage this is no longer his concern suggesting this has

now been taken over by more worrying concerns.


We have disproved this statement.



Of all the ancient civilisations, the most disciplined were

the Spartans. At the height of their powers, they had

established a strict society built on a system of loyalty,

military service and education. Everyone was expected

to be taught maths, reading and writing – even the girls,

which was unusual in those days – and each boy was

destined to become a soldier. This meant that while the

lads were spending their time being turned into perfect

physical specimens, all the actual work had to be done

by slaves. They were treated badly to stop them from

rising-up against their cruel masters.

Read this extract


For example, a question might ask us to complete a table to indicate whether a statement is true or false.

Using information from the text, tick one box in each row to show

whether each statement is true or false.

True False

Girls and boys received an education.

Boys were physically fit as a result of all the work they

did.

Spartan society was fairly lax.

Sometimes we have to prove or disprove statements by simply deciding whether they are true or false.


Look for key words in the statement and locate them in the text. Read the sentences carefully to confirm whether they are true or false. You need to

be precise.

Don’t try and guess or trust your memory – always prove it by checking the text!

True False

Girls and boys received an education.

Boys were physically fit as a result of all the work they

did.

Spartan society was fairly lax.

Practise

Police and fire services were called to the Newtown area of Stanwich in the

early hours of Thursday 18th January following reports of a loud, rumbling

noise. When they arrived, they found that a huge sinkhole, about 15 metres in

diameter and 6 metres deep, had appeared on the edge of Arbour Park

alongside Turner Road, swallowing part of a children’s play area.

Dawn revealed the full extent of the devastation. Along with some swings

and part of a climbing frame from the playground, the hole had claimed a

section of iron fencing that separated the park from the road. A streetlamp was

left standing at a perilous angle and the pavement was partially overhanging

the chasm. Although none of the houses showed any obvious signs of damage,

ten families were evacuated from their homes until their properties could be

properly assessed for structural safety.

Read this extract

Practise


whether each statement is true or false.

True False

A streetlamp was found in the sinkhole.

Homes were evacuated due to signs of damage.

The full damage was only evident when it got light.


Sometimes we have to prove or disprove statements by deciding whether the statements are fact or opinion.

A fact is something that can be proven to be true.

An opinion is a feeling or a belief about something that cannot be proven true.

Once again, look for key words in the statement and locate them in the text. Read the sentences carefully and those around them and consider very

carefully whether they are a fact or an opinion.

Warning: A good writer is always very convincing; make sure you are not swayed by a strong and eloquent opinion. Decide whether it can be proven or

not.


Active IslandThere is so much to do in Iceland. The lively tourist has many ways to enjoy the unique, thrilling

and largely unspoilt scenery. Naturally, there is plenty to challenge the serious cyclist, hiker or even

rock-climber. Fancy something a bit different? Then why not try exploring some of the island’s many

caves and marvel at the stunning rock structures. On the other hand, you could try ice- climbing on

one of the huge glaciers (rivers of solid ice). Just make sure you take a guide with you who really

knows the area.

But this amazing country is not just about craggy landscapes: the surrounding seas have a lot to

offer too. In the past, Iceland relied on the life-rich waters to provide food for its people, but now

tourists are discovering its other treasures. Not only is there a wild and raw coastline of fjords

(steep-sided, ice-carved inlets) and volcanic beaches, but also there is plenty to see for lovers of

wildlife. This is a bird-spotter’s paradise with vast, sheer cliffs that provide nesting sites for millions

of seabirds such as puffins and razorbills. During the summer months, you can also take a boat out

to enjoy close viewings.

Read this extract from a travel brochure for Iceland.


Using information from the text, tick one box in each row

to show whether each statement is a fact or an opinion.

Fact Opinion

Iceland is a bird-lover’s paradise.

You have to have a guide with you to go ice-climbing.

Iceland has volcanic beaches.


Lava Island

Iceland is a force of nature. Shaped by hundreds of volcanos, including around 30 that

are still active, it has giant glaciers, wonderful waterfalls, bizarre beaches of black sand

and eerie fields of living lava. No wonder it has been called the land of fire and ice!

Despite being so close to the Arctic, it has a mild climate in summer, where the cold

winds of the North are calmed by the warmer waters of the Gulf Stream, flowing straight

from the West Indies.

With mid-summer temperatures at around 13 degrees, you won’t be going to

sunbathe or top-up your tan. Even so, feel free to wallow in the naturally-warmed waters

of Iceland’s many geothermal (lava-heated) spas. Perhaps the best known and most

spectacular is the Blue Lagoon – regarded by some as one of the wonders of the world.

Here, you can bathe in mineral-rich sea water, kept at a steamy 37-39 degrees by

volcanic action far beneath the ground.

Read this extract from a travel brochure for Iceland.

Practise


whether each statement is a fact or an opinion.

Fact Opinion

The Blue Lagoon is one of the wonders of the world.

Iceland is a force of nature.

Volcanic activity keeps the sea-water warm.

Main Task

His heart was beating like a steam hammer. There he was in a train, and he had almost forgotten where he was.

Gradually everything came back to him. Of course: he was going to Berlin. And he had fallen asleep just as the

gentleman in the derby hat had fallen asleep …

Emil sat bolt upright with a jerk, rubbed his eyes, and whispered, “Why, he has gone!” His knees were trembling. He

got up and very slowly, mechanically brushing the dust off his suit as he did so. The next question was: is the money

still there?

He stood leaning against the door without moving for a long time. The man whose name was Grundeis had just sat

there – eating, sleeping and snoring. Now he was gone. Perhaps everything may still be all right. It was silly to fear

the worst at once. Just because he was travelling to Berlin it did not mean everyone was going there. And the

money must surely be in its proper place, for he had pinned it securely to his coat, and it was safely in an envelope.

From ‘Emil and the Detectives’ by Erich Kastner

Green Group – Highlight the relevant information for this question.

Prove or disprove that Emil was dressed formally.

Blue Group –Locate the information in the text to answer these questions:


Emil was anxious. True or False? Explain your answer using evidence from the text.

Yellow Group - Answer these questions using information from the text.


Emil was anxious. True or False? Explain your answer using evidence from the text.

Find information the text to show whether these statements are true or false – Emil was travelling to Bath.

Emil had pinned the money under his hat.

Plenary

I had no keener pleasure than in following Holmes in his

professional investigations and in admiring the rapid

deductions.

Sherlock Holmes makes rapid reductions. Is this a fact

or an opinion?

Friday

Retrieve a Fact

Although it doesn’t have quite the fame or money as sports such as football, golf and

cycling, hockey is enjoyed by men and women all around the world. What’s more, it

probably has a longer history than most. Images of a variety of games that involve

hitting objects with sticks have been found in cultures from the Aztecs to the

Greeks. The earliest record, however, comes from ancient Egypt. But that might just

be because they were especially good at preserving accounts of their lives. As often

seems the case, though, it was the British who shaped the modern game.

1. How does the text suggest that the Aztecs and Greeks weren’t exactly playing

hockey?

2. In which country were people first thought to have played something like hockey?

3. Find and copy the word in the second from last sentence that is closest in

meaning to keeping.

Read the text carefully and then answer the questions.Starter

I can read a text with increasing

independence and improving

comprehension

I can skim and scan a text to retrieve a

fact.

I can skim and scan quickly to locate an

answer.

LO: To understand how to retrieve a fact

Don’t forget at the end of the lesson to self

assess (SA) on your sticker how successful you

have been with your learning using

Key Vocabulary:

Locate

Comprehend

retrieve


Retrieval

When we read, we use lots of different skills to help us to understand, enjoy and find information from the text. To answer questions about a text we

need to read it very carefully and then pick out the key facts – this is called retrieval. Within reading, retrieving information or facts means the answer

is written in the text, we just need to find and extract it!

Read this extract

Police and fire services were called to the Newtown area of Stanwich in the early hours of Thursday 18th January following reports of a loud, rumbling noise. When they arrived, they found that a huge sinkhole, about 15 metres in diameter and 6 metres deep, had appeared on the edge of Arbour Park alongside Turner Road, swallowing part of a children’s play area.

Dawn revealed the full extent of the devastation. Along with some swings and part of a climbing frame from the playground, the hole had claimed a section of iron fencing that separated the park from the road. A streetlamp was left standing at a perilous angle and the pavement was partially overhanging the chasm. Although none of

the houses showed any obvious signs of damage, ten families

were evacuated from their homes until their properties could

be properly assessed for structural safety.

To help us to understand and answer

retrieval questions, it is important that we

can pick out key words.

What are the most important words to understand in this question?

What needed to happen to the properties that were evacuated?What needed to happen to the properties that were evacuated?

To help us to understand and answer

retrieval questions, it is important that we

can pick out key words.

What are the most important words to understand in this question?

What needed to happen to the properties that were evacuated?

The key words in this question are ‘properties’ and ‘evacuated’.

The other words link these together, but they wouldn’t help to

answer the question.

If we can identify the key words in a question, we are more likely to be clear on what we are being asked. It will also help us to find the answer in the text.

What needed to happen to the properties that were evacuated?

Skimming and scanning

Skimming

This involves reading at speed

to understand the main ideas

or locate a section of text,

without having to read the

whole thing.

Scanning

This involves finding a

specific fact or piece of

information.

Now we have the key words, we need to find the relevant detail in the

text. To be able to do this, we need to be able to skim and scan a

text.

Retrieving a key fact from a paragraph


Dawn revealed the full extent of the devastation. Along with some swings and part of a climbing frame from the playground, the hole had claimed a section of iron fencing that separated the park from the road. A streetlamp was left standing at a perilous angle and the pavement was partially overhanging the chasm. Although none of the houses

showed any obvious signs of damage, ten families were

evacuated from their homes until their properties could


Now scan this paragraph of the

text for the key words.

Once you find the key words,

read the sentences around them

and, hopefully, find the answer.

So, the answer is: They needed

to be assessed for structural

safety.

From skimming the text you know

this information will be in the

final paragraph where ‘houses’

are mentioned.

Practise






Where exactly did the sinkhole appear?

Tip: The word ‘where’ tells you it will

be a place, so it is probably a PROPER

NOUN. So, scan for words beginning

with capital letters.

Practise






Where exactly did the sinkhole appear?

Tip: The word ‘where’ tells you it will

be a place, so it is probably a PROPER

NOUN. So, scan for words beginning

with capital letters.

The answer is: at the edge of Arbour

Park alongside Turner Road.

The Newton area of Stanwich is not

correct; the question asked for the

exact location. This is why reading

the question carefully is so

important.

Practise

What did Edmund see fluttering?

Tick one

a dragon’s head

reed beds

flags

a long-ship

As he rose to leave, his eye was caught by something

fluttering over the reed beds. Then there was another

and another – multicoloured flags moving in smooth,

ominous procession. Edmund stood transfixed as a

dragon’s head appeared at the bend in the river. Soon,

the full horror was revealed: a long-ship was gliding

silently upstream, propelled by well-trained oars that

barely raised a ripple. It was not alone: three … four …

five … Edmund counted six in total – a formidable

raiding party of warriors from the North. Now it really

was time to return to the monastery. Fast.

Read this extract

Nervously, Zeb stepped out onto the surface of the sandy

planet. As his boot made contact with the ground, a silent

cloud of dust puffed out into the darkness. He had made it –

the first person to reach Planet Xeron!

As he looked around him, he realised that the surface was

much more rugged than he had expected. In fact, in the

distance, volcano-shaped mountains towered upwards into the

vacuum of space. Spirals of vapor seemed to be escaping from

their vents. He was desperate to explore.

Carefully, he checked all of his equipment, including his extra

supply of oxygen and the motorised buggy he would need to

cover the vast distances. Suddenly, there was a crackle from his

microphone and his peace was shattered!

Retrieving facts to complete a table

A question might ask us to find information to complete a table or diagram.

Question

Find the information from the extract to complete the table.

Zeb checked his motorised buggy for…

The mountains were…

Zeb was feeling…

Retrieving facts to complete a table

Answer

For each section of this table, you need to use your scanning skills. 1 - Scan for the words, ‘motorised buggy' in the text. Read the full sentence. He checked the equipment and his oxygen supply.2 - Scan for the word, ‘mountains' in the text. There is a lot of information about the mountains: they are tall (towering), they are volcano-shaped and they have vapour spiralling out. Pick any one of these options. 3 – Skim the text for feeling words, then check if they relate to Zeb. He nervously stepped onto the planet, so he is nervous.

Practise

A good example of an irreversible change can be

observed when an egg is cooked. Before heating, the

protein molecules in albumen (egg white) are free to

move around within the water that constitutes ninety

percent of it. That’s because they are curled up and not

attached to each other. Cooking causes these individual

molecules to unfurl, enabling them to form firm bonds

with others. As a result, the material stiffens and

becomes the opaque, white matter we are all familiar

with. This process usually completes at around sixty-five

degrees centigrade. The yellow yolk which, unlike

albumen, contains fat and carbohydrates as well as

protein, will follow a similar pattern when heated. So,

how do you think it is possible to boil eggs that have a

firm albumen but a runny yolk?

Find information from the

extract to complete the table.

Raw protein molecules in egg whites move…

Cooking causes

molecules to…

The temperature

needed to be reached

for egg whites to

stiffen is..

Using retrieval skills for find and copy questions

Many find and copy questions will ask us to find and copy the word (or group of words) that means ____. This means we need to find the word (or group of words) in the text and copy it (them) down exactly.

Living

Bats use different roosts for different activities.

Some have special maternity roosts where they rear

their young. Some migrate long distances to spend

the winter in warmer climates. Some find a

sheltered spot to hibernate throughout the colder

months. Trees and caves have always been typical

bat roosts, but more recently, some have been using

manmade structures such as houses and churches as

a place to call home.

Find and copy the word used

for a bat’s homes.

Using retrieval skills for find and copy questions

Living

Bats use different roosts for different activities.

Some have special maternity roosts where they rear

their young. Some migrate long distances to spend

the winter in warmer climates. Some find a

sheltered spot to hibernate throughout the colder

months. Trees and caves have always been typical

bat roosts, but more recently, some have been using

manmade structures such as houses and churches as

a place to call home.

Answer: roosts

Practise

Find and copy the group of words that suggests seeing the

long-ship was not a pleasant sight.

As he rose to leave, his eye was caught by something fluttering

over the reed beds. Then there was another and another –

multicoloured flags moving in smooth, ominous procession.

Edmund stood transfixed as a dragon’s head appeared at the

bend in the river. Soon, the full horror was revealed: a long-ship

was gliding silently upstream, propelled by well-trained oars

that barely raised a ripple. It was not alone: three … four … five

… Edmund counted six in total – a formidable raiding party of

warriors from the North. Now it really was time to return to the

monastery. Fast.

Tip: Sometimes you need to

look for synonyms of the key

words in a question in the text.

The word revealed can also

mean seen.

Practise

Find and copy the group of words that suggests seeing the

long-ship was not a pleasant sight.

As he rose to leave, his eye was caught by something fluttering

over the reed beds. Then there was another and another –

multicoloured flags moving in smooth, ominous procession.

Edmund stood transfixed as a dragon’s head appeared at the

bend in the river. Soon, the full horror was revealed: a long-ship

was gliding silently upstream, propelled by well-trained oars

that barely raised a ripple. It was not alone: three … four … five

… Edmund counted six in total – a formidable raiding party of

warriors from the North. Now it really was time to return to the

monastery. Fast.

Answer: the full horror was

revealed

Practise

Find and copy the group of words that suggest

the air was polluted.

The first thing that Sophie did when they arrived

at their new accommodation was to look out of

the window. The ride in the filthy, smelly lift had

seemed to have taken forever; now she could see

just how high up they were. Tiny cars scurried

along the roads like rats along a sewer. Tower

blocks, factories and street after street of tightly-

packed houses clogged the near and middle

distance. Peering through the yellowy-brown haze

that suffocated the city, she could just about pick-

out the leafy parks and avenues of where they

used to live – salt in the wound.

Practise

Find and copy the group of words that suggest

the air was polluted.

The first thing that Sophie did when they arrived

at their new accommodation was to look out of

the window. The ride in the filthy, smelly lift had

seemed to have taken forever; now she could see

just how high up they were. Tiny cars scurried

along the roads like rats along a sewer. Tower

blocks, factories and street after street of tightly-

packed houses clogged the near and middle

distance. Peering through the yellowy-brown haze

that suffocated the city, she could just about pick-

out the leafy parks and avenues of where they

used to live – salt in the wound.

Answer: the yellowy-

brown haze

Practise

Find and copy the group of words used that suggests Zeb

would have far to travel in his exploration of the planet.

Answer: vast

distances

Nervously, Zeb stepped out onto the surface of the sandy planet. As his

boot made contact with the ground, a silent cloud of dust puffed out into

the darkness. He had made it – the first person to reach Planet Xeron!

As he looked around him, he realised that the surface was much more

rugged than he had expected. In fact, in the distance, volcano-shaped

mountains towered upwards into the vacuum of space. Spirals of vapor

seemed to be escaping from their vents. He was desperate to explore.

Carefully, he checked all of his equipment, including his extra supply of

oxygen and the motorised buggy he would need to cover the vast

distances. Suddenly, there was a crackle from his microphone and his

peace was shattered!

Practise

Find and copy the group of words used that suggests Zeb

would have far to travel in his exploration of the planet.

Nervously, Zeb stepped out onto the surface of the sandy planet. As his boot made contact with

the ground, a silent cloud of dust puffed out into the darkness. He had made it – the first person

to reach Planet Xeron!

As he looked around him, he realised that the surface was much more rugged than he had

expected. In fact, in the distance, volcano-shaped mountains towered upwards into the vacuum

of space. Spirals of vapor seemed to be escaping from their vents. He was desperate to explore.

Carefully, he checked all of his equipment, including his extra supply of oxygen and the

motorised buggy he would need to cover the vast distances. Suddenly, there was a crackle from

his microphone and his peace was shattered!

Retrieving facts

Another type of retrieval question is when you are asked to find examples of things or make of list of something.




evacuated from their homes until their properties could be properly assessed for structural safety.

Write down three things that were found in the sinkhole.

You will still need to scan the text for the key words to find the three

examples.

Retrieving facts

Another type of retrieval question is when you are asked to find examples of things or make of list of something.




evacuated from their homes until their properties could be properly assessed for structural safety.

Write down three things that were found in the sinkhole.

Answer: some swings, a climbing frame and a section of iron fencing.

Practise

List two animals that a bat can catch.

Food

From fruit to fish and from bugs to blood, different

bats favour a wide variety of foods. More than two

thirds of all bat species eat insects. Often, they hunt

them in mid-air by using echo-location, which means

they make high-pitched noises and listen for the echo

to pinpoint their prey. The largest bats, which are

sometimes called flying foxes, feed on fruit – ripping

them off trees and taking them back to their roosts.

There, they hang up-side down from branches, sucking

out the juice and spitting out the pips. Some bats suck

nectar from flowers; others catch frogs and even fish.

Perhaps the most notorious are vampire bats, which

suck blood from large mammals such as cattle. But

don’t worry; there are no vampire bats in the UK.

Don’t forget, for retrieval questions, just name the

animals given in the text. Avoid being tempted to add another animal you may know of that a

bat can catch.

Read this extract and answer the questions.Green Group – Read the text independently and answer question 1

Blue Group – Read the text and answer question 1 and 2Yellow Group- Read the text and answer all of the questions

What affects shadow size?

The angle between the direction of the light and the surface on which the

shadow is cast will determine how long the shadow is. When the sun is low in

the sky, like in the morning or evening, shadows seem much ‘taller’ than the

objects causing them. When, however, the sun is higher in the sky, the

shadows are shorter. It also matters where the object is placed between the

light and the surface. If you move it closer to the source, the shadow on the

surface will look bigger; move it in the other direction and the shadow will get

smaller.

Fun with shadows

Shadows can be used for entertainment. The idea for shadow puppets

originally came from China but it has now caught on around the world. You

can even make your own, but just remember, no matter how good you are at

art, the shadow will never show any designs or features that you draw on to

your puppet. You need to cut out any details, such as eyes, that you want to

appear as part of the shadow. Alternatively, you can use your hands and

fingers to make shadow animals – dogs, rabbits and butterflies are the easiest

to make.

1. Write the animals that are

easy to represent as shadow

animals.

elephants dogs

monkeys butterflies

2. When are shadows more likely

to be taller?

3. Find and copy the word that

suggest shadows can be used for

enjoyment.

Write a checklist for a new Year 5 child to use to

retrieve key facts from a text.

Recap for retrieving key facts

❑ Read the text carefully first.

❑ Read the question carefully.

❑ Underline or highlight the key words in the question.

❑ Skim the text to locate the relevant paragraph or word types.

❑ Scan the text for the key words.

❑ Read the text around them.

❑ Find the answer.

❑ If asked to find and copy, use the exact words from the text.

❑ Always read the question again to check that you have answered it

correctly.

Recap for retrieving key facts

year 5 english home learning week 6 - william harding school

Documents