s1 literacy course

S1 Literacy:Building the

Basics

S1 Literacy:Building the

Basics

Personal PronounsPersonal Pronouns

Me, myself and IMe, myself and I


In this lesson we are going to:

•Learn about personal pronouns•Learn how to use personal

pronouns in autobiographical writing

Personal PronounsPersonal PronounsA noun is a word that is a person, place or thing. A pronoun can be used in place of a nounA personal pronoun is used in place of a noun that is a person or thing.

Emma loves chocolate. She could eat it all day.

Personal pronouns are used so that you don’t have to repeat the same words in your writing.

I

Personal pronouns for people include…

weshe

you

hehim

us

me

them

her

they

it

Personal pronouns for things include…

themthey

The following sentences do not use personal pronouns. Rewrite each sentence using a

personal pronoun.

1.Mike turned the fire on because Mike was cold.

2.Jane loves football, Jane plays football after school.

3.The rain poured down, the rain made a tremendous noise.

4.The car broke down because the car ran out of petrol.

5.Amir loves Saira, Amir bought Saira a ring.

Check your answers

1.Mike turned the fire on because he was cold.

2.Jane loves football, she plays it after school.

3.The rain poured down, it made a tremendous noise.

4.The car broke down because it ran out of petrol.

5.Amir loves Saira, he bought her a ring.

Check your sentences with your teacher

Did you remember to change the noun for a personal pronoun?


In autobiographical writing personal pronouns are used all the time as the author is writing about themselves.

‘I remember when I was seven, scoring a

last minute goal…’

Key SkillsKey Skills

Types of Types of Nouns Nouns

NounsNounsObjectives:

• Reading: To learn how to recognise common and proper nouns

• Writing: To learn how to use different types of nouns effectively

What Are Nouns?What Are Nouns?

Nouns are words for a person, place, thing or idea.

E.G: The sneaky thiefthiefThe empty streetstreetThe sharp knifeknifeThe terrible truthtruth

Spot the NounSpot the Noun Underline, circle or highlight

the nouns in the following sentences:

1.The plumber fixed the leaking tap.2.The village was not on the map.3.The present was hidden in the wardrobe.4.English is my favourite subject.5.Mr Jones was reading the “Radio Times”

on the train to Bristol.

Check Your UnderstandingCheck Your Understanding How did you do? Give yourself one mark

for each correctly identified noun then add up your score out of twelve.

1. The plumberplumber fixed the leaking taptap.2. The villagevillage was not on the mapmap.3. The presentpresent was hidden in the

wardrobewardrobe.4. EnglishEnglish is my favourite subjectsubject.5. Mr JonesMr Jones was reading the “Radio Radio

TimesTimes” on the traintrain to BristolBristol.

Common Nouns and Proper Common Nouns and Proper NounsNouns

Common nounsCommon nouns are used for general persons, places or things.

E.G: author, city, car

Proper NounsProper Nouns are used for particular persons, places or things.

E.G: Charles Dickens, Cardiff, Nissan

Sort these nouns into Common Nouns and Proper

NounsCommon NounsCommon Nouns

Steventable

Jupiterbooktree

Francedog

Proper NounsProper Nouns

RoverHull City F.C.

planetcarhut

bricklayerGlobe Theatre

Speaking and ListeningSpeaking and Listening

Feedback : Read your lists out to a partner or the rest of the class. Explain why you have chosen particular nouns, say how you decided which are proper and which are common.

What do all the Proper Nouns have in common?

Noun DetectiveNoun Detective Insert capital letters and

underline the Proper Nouns in the following paragraph :

as the train pulled out of waverley station michael opened his new book, great expectations by charles dickens. it was a gift from sarah, a going away present, something to keep him company on the long journey south to london.

Noun DetectiveNoun Detective Insert capital letters and

underline the Proper Nouns in the following paragraph:

As the train pulled out of WaverleyWaverley StationStation MichaelMichael opened his new book, Great ExpectationsGreat Expectations by CharlesCharles DickensDickens. It was a gift from SarahSarah, a going away present, something to keep him company on the long journey south to LondonLondon.

SpellingSpelling

Singular to Singular to Plural NounsPlural Nouns

Singular to Plural NounsSingular to Plural Nouns

Objectives:

•To learn key spelling rules when changing nouns from singular to plural.

Singular to Plural NounsSingular to Plural Nouns The easiest way to change singular to

plural nouns is to add an ‘s’.

For example, car becomes cars, hat becomes hats and computer becomes computers.

Change the following singular nouns into Change the following singular nouns into plural:plural:

BoxBox ashash handhand church church waspwasp bus bus

However, there are exceptions:

If the noun ends in If the noun ends in s, sh, ch or xs, sh, ch or x then then you must add ‘es’you must add ‘es’

Words that end in -yWords that end in -yIf a word ends in y with a vowelvowel before it, just add –sadd –s.

If a word ends in y with a consonantconsonant before it, change the change the

y to iesy to ies

city butterfly monkey donkeylady

day puppy toy ponySunday

Can you change the following

singular nouns into plurals?

Words that end in -yWords that end in -yIf a word ends in y with a vowelvowel before it, just add –sadd –s.

If a word ends in y with a consonantconsonant before it, change the change the

y to iesy to ies

cities butterflies monkeys donkeys ladies

days puppies toys ponies Sundays

Can you change the following

singular nouns into plurals?

Words ending in f or feWords ending in f or feFor words ending in –f or –fe often we just add –s

But sometimes we change the –f and add –ves

Words which end in –ff just add -sWords which end in –ff just add -s

Change these words into pluralsChange these words into plurals

(you can use a dictionary if you wish)(you can use a dictionary if you wish)

cliff wolf half knife life

loaf shelf thiefwife dwarf

Words ending in f or feWords ending in f or feFor words ending in –f or –fe often we just add –s

But sometimes we change the –f and add –ves

Words which end in –ff just add -sWords which end in –ff just add -s

Change these words into pluralsChange these words into plurals

(you can use a dictionary if you wish)(you can use a dictionary if you wish)

cliffs wolves halves knives lives

loaves shelves thieves wives dwarves

Words ending in -oWords ending in -oFor words ending in a vowel plus –o add –

sFor most other words ending in –o add –es

Turn the following words into plurals:• Tomato• Potato• Domino• Stereo• cuckoo• hero

Words ending in -oWords ending in -oFor words ending in a vowel plus –o add –

sFor most other words ending in –o add –es

Turn the following words into plurals:• Tomatoes• Potatoes• Dominoes• Stereos• cuckoos• heroes

ExceptionsExceptions

• Radios• Volcanoes• Teeth• Mice• Pianos• Sheep• Children• Cacti

The following words are exceptions to the rules. The only thing you can do is learn them as they are.


VerbsVerbs

VerbsVerbsObjectives:

• Reading: To learn how to recognise verbs

• Writing: To learn how to use verbs effectively to improve our sentences

What Are Verbs?What Are Verbs?Verbs are words for an action – “a doing word”. The verb is the most important word in a sentence because without it that sentence would not make sense.

E.G: Ben dasheddashed home

The verb ‘dashed’ tells the reader what the subject of the sentence (Ben) is doing.

Spot the VerbSpot the Verb Underline, circle or highlight

the verb in the following sentences:

1.Nat kissed his grandmother.2.The flowers grew in the garden.3.Daisy read her book.4.Diane loves ice cream.5.Joe scored a goal.6.The cat caught the mouse.

Check Your UnderstandingCheck Your Understanding How did you do? Give yourself one

mark for each correctly identified verb then add up your score out of six.

1. Nat kissedkissed his grandmother.2. The flowers grewgrew in the garden.3. Daisy readread her book.4. Diane lovesloves ice cream.5. Joe scoredscored a goal.6. The cat caughtcaught the mouse.

Using Effective VerbsUsing Effective Verbs

On the next slide you will be asked to place verbs into a range of sentences.

• Before you begin, make sure you:

• Use a word which makes sense in the sentence

• Use better vocabulary. Avoid boring verbs: for example ‘walk’ may be replaced by ‘stagger’, ‘said’ could be substituted for ‘screeched’.

• Use a verb that creates a specific image and a particular mood for the reader.

Using Effective VerbsUsing Effective Verbs

Place verbs into the following sentences:

1. The sea _____ against the rocks.2. Lucy _____ her toy out of the pram.3. The gymnast ____ across the floor.4. “Please, help me,” I _____.5. The striker _____ the ball past the

goal keeper.

Constructive CriticismConstructive Criticism


Speaking: Read your sentences out to a partner or the rest of the class. Explain why you have chosen particular verbs, say how they improve the sentence.

Listening: Listen to the sentences being read out. Has the reader improved the sentences by adding verbs? If you think they have say why. How could they improve it further?

For whole class discussion choose another reader, for paired work swap roles.

Different VerbsDifferent VerbsVerbs can also be a state of beingbeing. Such verbs derive from the verb to be. There are many forms such as: am, are, is, was, were, will be, was being, and would have been.

E.G: Dad will bewill be home soon

The verb in this sentence is ‘will be’.

Verb DetectiveVerb Detective Underline or highlight the

verbs in the following paragraph:

Michael tip-toed silently into the abandoned cottage. It was dark so he reached for the light switch. He flicked the switch. Nothing.He heard a noise in the distance. A howl? A shiver ran through his body like an electric current. He groped his way to the window and drew back the tatty curtains. It was there staring back at him.

Verb DetectiveVerb Detective Did you spot all the

verbs?

Michael tip-toed silently into the abandoned cottage. It was dark so he reached for the light switch. He flicked the switch. Nothing.He heard a noise in the distance. A howl? A shiver ran through his body like an electric current. He groped his way to the window and drew back the tatty curtains. It was there staring back at him.


Adverbs Adverbs

AdverbsAdverbsObjectives:

• Reading: To learn how to recognise adverbs

• Writing: To learn how to use adverbs effectively to improve our sentences

What Are Adverbs?What Are Adverbs?Adverbs are words that tell us more about a verb. Adverbs tell us howhow, whenwhen or wherewhere the action (verb) took place.

E.G: The river flowed rapidlyrapidly

In this sentence the verbis ‘flowed’. The adverb,‘rapidly’, tells us howhow the river flowed.

What Are Adverbs?What Are Adverbs?Adverbs of time tell us whenwhen the action (verb) took place.

E.G: The train arrived latelate

In this sentence the verbis ‘arrived’. The adverb,‘late’, tells us whenwhen the train arrived.

What Are Adverbs?What Are Adverbs?Adverbs of place tell us wherewhere the action (verb) took place.

E.G: My sister marched in frontin front

In this sentence the verbis ‘marched’. The adverb,‘in front’, tells us wherewhere she marched.

Spot the AdverbSpot the Adverb Underline, circle or highlight

the adverbs in the following sentences:

1.Jenny turned over in her sleep.2.Artemis ran blindly along the corridor.3.She screamed desperately for help.4.The sun shone beautifully this

morning.5.We arrived yesterday but will be

leaving soon.

Check Your UnderstandingCheck Your Understanding How did you do? Give yourself one

mark for each correctly identified adverb then add up your score out of six.

1. Jenny turned overover in her sleep.2. Artemis ran blindlyblindly along the corridor.3. She screamed desperatelydesperately for help.4. The sun shone beautifullybeautifully this

morning.5. We arrived yesterdayyesterday but will be

leaving soonsoon.

Using Effective AdverbsUsing Effective Adverbs

On the next slide you will be asked to place adverbs into a range of sentences.



• Use better vocabulary. Avoid boring adverbs such as ‘loudly’, ‘fast’ or ‘scarily’.

• Use an adverb that creates a specific image and a particular mood for the reader.

Using Effective AdverbsUsing Effective AdverbsPlace adverbs into the following sentences:

1. Mrs Clarke searched _____ for a stick of chalk.

2. Becky was writing _____ when the fire alarm rang.

3. They behaved _____ in a dangerous situation.

4. We should be arriving in Glasgow _____.5. The surgeon fought _____ to save the

man’s life.



Speaking: Read your sentences out to a partner or the rest of the class. Explain why you have chosen particular adverbs, say how they improve the sentence.

Listening: Listen to the sentences being read out. Has the reader improved the sentences by adding adverbs? If you think they have say why. How could they improve it further?


Adverb DetectiveAdverb Detective Divide your page into three columns.

Read the adverbs on the next slide then decide which category they fit into. The first three have been done for you.

How? When? Where?

bravely tomorrow here

Adverb Adverb DetectiveDetective How, when or where?

bravely tomorrow heredirectly cosily

soon

yesterday generously outreluctantly later over now

stupidly badly secretly nearoften in next loudly


Effective Effective AdjectivesAdjectives

What Are Adjectives?What Are Adjectives?Adjectives describe a noun. They are used to add description and mood to a piece of writing.

E.G: I fell into the river becomes I fell into the raging river.

• The adjective ‘raging’ adds descriptiondescription to the sentence. It helps the reader get a clear picture of what is being described. The reader can now imagine the scene vividly: a rapidly flowing river.

• The adjective also adds tensiontension to the sentence. The word ‘raging’ makes the river sound fast flowing and dangerous. This makes the sentence more exciting for the reader.

Spot the AdjectiveSpot the Adjective

Underline, circle or highlight the adjectives in the following sentences:

1.The vicious dog ran straight for me.2.The angry sea crashed against the black

rocks.3.The fragile, old lady peered through the

smashed window.4.My new bike landed in the muddy pond.5.A lonely star shone in the purple sky.

Check Your UnderstandingCheck Your Understanding How did you do? Give yourself one mark

for each correctly identified adjective then add up your score out of ten.

1. The vicious dog ran straight for me.2. The angry sea crashed against the black

rocks.3. The fragile, old lady peered through the

smashed window.4. My new bike landed in the muddy pond.5. A lonely star shone in the purple sky.

Using AdjectivesUsing Adjectives

On the next slide you will be asked to place adjectives into a range of sentences.



• Use better vocabulary. Avoid boring adjectives such as ‘big’, ‘interesting, or ‘scary’.

• Use an adjective that creates an image and a particular mood for the reader.

Using AdjectivesUsing AdjectivesPlace adjectives into the following sentences:

1. The _____ wind blasted the _____ castle walls.

2. The _____ child threw its _____ toy onto the floor.

3. A _____ woman crept out of the back door of the _____ house.

4. I sat there _____ in the _____ examination hall.

5. The _____ striker smashed the ball past the _____ goal keeper.



Speaking: Read your sentences out to a partner or the rest of the class. Explain why you have chosen particular adjectives, say how they improve the sentence.

Listening: Listen to the sentences being read out. Has the reader improved the sentences by adding adjectives? If you think they have say why. How could they improve it further?



CAPITAL CAPITAL LETTERSLETTERS

Capital LettersCapital Letters

Objectives:

• ReadingReading: To understand why authors use capital letters.

• WritingWriting: To learn how to use capital letters for a range of purposes.

When do we use capital When do we use capital letters?letters?

Capital letters are used for a number of reasons:

1. The first letter of the first word of a sentence.2. A proper noun.3. The first spoken word in direct speech.4. The word ‘I’.

Can you give reasons why Can you give reasons why capital letters are used here?capital letters are used here?

For example:

IIt was a cold DDecember morning when II heard the cry of “HHelp!” coming from

the woodshed.

Initials and AcronymsInitials and AcronymsCapital letters are also used for initials and acronyms.

I know what initials are but

what’s an acronym?

An acronymacronym is a word formed from the initials or other parts of several words such as ASDA (Associated Dairies) or NATO (North Atlantic Treaty Organisation)

Initials and AcronymsInitials and AcronymsHow many initials and acronyms do you know?In pairs, spend five minutes thinking of as many as you can and feed back your thoughts to the class.

Can you think of more than 10?Can you think of more than 10?

Here’s a few clues to help you get started…

Initials and AcronymsInitials and AcronymsHow many initials and acronyms did you

get?

NASA NATWEST OXFAM INTERNET

NASANASA stands for NNational AAeronautics and SSpace AAdministration

NATWESTNATWEST stands for NatNational WestWestminster Bank

OXFAMOXFAM stands for OxOxford Committee for FamFamine Relief

INTERNETINTERNET stands for InterInternational NetNetwork

A Capital IdeaA Capital Idea

my friend jack is flying over from the u.s.a to spend christmas with us in scotland. i haven’t seen him since i was seven so we’ve got lots of catching up to do. his parents jane and tom are staying with my auntie mary who lives in glasgow but jack is allowed to stay at our house, 63 cranberry road. we have arranged to collect them from the airport at eleven a.m on wednesday morning, that’s in two days time.

Rewrite this passage inserting capital letters.

A Capital IdeaA Capital Idea

My friend Jack is flying over from U.S.A to spend Christmas with us in Scotland. I haven’t seen him since I was seven so we’ve got lots of catching up to do. His parents, Jane and Tom, are staying with my Auntie Mary who lives in Glasgow but Jack is allowed to stay at our house, 63 Cranberry Road. We have arranged to collect them from the airport at eleven AM on Wednesday morning, that’s in two days time.

Rewrite this passage inserting capital capital lettersletters.


ConjunctionsConjunctions



•Learn what a conjunction is•Learn how to use conjunctions

to join short sentences together


Conjunctions are words which join short sentences together.

I went to bed. I was very tired.

The two sentences have been joined together by the word because. In this sentence because is the conjunction.

For example:

Becomes:

I went to bed because I was very tired.

Highlight the conjunctions in Highlight the conjunctions in the following sentencesthe following sentences

1.I ran home because I was late.2.I cheered when we scored a goal.3.Michael likes swimming but Julia likes

tennis.4.I could walk or I could catch the bus.5.I went to the cinema while you were

shopping.6.I went to Nazma’s house but she was

out.

How many did you get right?How many did you get right?

1.I ran home because I was late.2.I cheered when we scored a goal.3.Michael likes swimming but Julia likes

tennis.4.I could walk or I could catch the bus.5.I went to the cinema while you were

shopping.6.I went to Nazma’s house but she was

out.

Can you use a conjunction from the box below to make the two

short sentences into one?

1.I had a party. It was my birthday.2.I was six. I broken my arm.3.It was snowing. We made a

snowman.4.I could have chips. I could have

pizza.5.Sarah held the ladder. Amy

climbed onto the roof.or because while sowhen

Can you use a conjunction from the box below to make the two

short sentences into one?1.I had a party because it was my

birthday.2.I was six when I broken my arm.3.It was snowing so we made a

snowman.4.I could have chips or I could have

pizza.5.Sarah held the ladder while Amy

climbed onto the roof.or because while so

when


Remember, a conjunction is a word that can join two short sentences together.

I was six when I broke my arm.

Conjunctions gameConjunctions gameClick below to play the ‘Conjunctions Game’.

http://www.bbc.co.uk/schools/ks1bitesize/literacy/conjunctions/index.shtml

Creating SentencesCreating Sentences

The Main ClauseThe Main Clause

The Main The Main ClauseClauseObjectives:

• Reading: To learn how to recognise the main clause within a sentence.

• Writing: To learn how to use the main clause to create secure sentences.

What is the main What is the main clause?clause?

All sentences contain a clause. A clause is a group of words which contain a verb or verb phrase.

Every sentence has a main clause. The main clause is the main idea of the sentence and makes sense by itself as a simple sentence. For example: My wife is a doctor. This is a main clause and a simple sentence.

What are complex What are complex sentences?sentences?

More complex sentences are formed by adding a subordinate clause to the main clause.

Subordinate clauses add information to the main clause but do not make sense on their own.For example: My wife, who is younger than me, is a doctor.

who is younger than me is a subordinate clause as it adds more information to the sentence but does not make sense on its own.

The Main ClauseThe Main Clause

The moon, shining like a light, was directly overhead.

The stolen car sped up the hill, chased by two police cars.

The flowers, that had bloomed in the spring, were fading fast.

Read the following sentences. Can you identify the main clause?

The Main ClauseThe Main ClauseHighlight the main clause in the

following sentences:1. Daniel, who was the bravest of the

group, knocked on the door.2. We found ourselves in a weird room,

the walls covered in strange scribbles.3. As he carried his plate into the kitchen,

Amir tripped over the carpet.4. After a long day at school I had an

appointment with the dentist.5. Before opening the door, I took a deep

breath.6. Sarah, the best netball player in the

school, has been picked to play for England.

Check Your Check Your UnderstandingUnderstanding

1. Daniel, who was the bravest of the group, knocked on the door.

2. We found ourselves in a weird room, the walls covered in strange scribbles.

3. As he carried his plate into the kitchen, Amir tripped over the carpet.

4. After a long day at school I had an appointment with the dentist.

5. Before opening the door, I took a deep breath.

6. Sarah, the best netball player in the school, has been picked to play for England.

Creating SentencesCreating Sentences

The Subordinate The Subordinate ClauseClause

The Subordinate clauseObjectives:

• Reading: To learn how to recognise the subordinate clause within complex sentences.

• Writing: To learn how to use the subordinate clause to create complex sentences.

What Are Complex What Are Complex Sentences?Sentences?

Complex sentences Complex sentences are sentences made up of more than one clause. A clause is a group of words which contain a verb or verb phrase.

Every sentence has a main clause. The main clause is the main idea of the sentence and makes sense by itself as a simple sentence. For Example: My wife is a doctor. This is a main clause and a simple sentence.

What are complex What are complex sentences?sentences?

Complex sentences are formed by adding a subordinate clause to a main clause.

Subordinate clauses add information to the main clause.For example: My wife, who is younger than me, is a doctor.

who is younger than me is a subordinate clause as it adds more information to the sentence but does not make sense on its own.

To achieve Level 5 Level 5 you must be able to use subordinate clauses in your sentences.

The subordinate ClauseThe subordinate Clause

The moon, shining like a light, was directly overhead.

The stolen car sped up the hill, chased by two police cars.

The flowers, that had bloomed in the spring, were fading fast.

Read the following complex sentences. Can you identify the

subordinate clause?

Highlight The Subordinate Highlight The Subordinate ClauseClause

1. Steven, a year younger than me, was not allowed to go.2. The room was filled by a strange noise that echoed

through my head.3. Mum sat on the sofa, while the children played on the

floor.4. The new pupil smiled shyly as she was introduced to the

class.5. The sun, which was now directly overhead, was

incredibly hot.6. The present, wrapped in silver paper, was under the

Christmas tree.7. We looked up in surprise when we heard Aisha’s scream.8. I knew I was nearly home because the car was slowing

down.9. Mr Carol, who teaches English, is our new Deputy Head.

Check Your UnderstandingCheck Your Understanding1. Steven, a year younger than me, was not allowed to go.2. The room was filled by a strange noise that echoed

through my head.3. Mum sat on the sofa, while the children played on the

floor.4. The new pupil smiled shyly as she was introduced to the

class.5. The sun, which was now directly overhead, was

incredibly hot.6. The present, wrapped in silver paper, was under the

tree.7. We looked up in surprise when we heard Aisha’s scream.8. I knew I was nearly home because the car was slowing

down.9. Mr Carol, who teaches English, is our new Deputy Head.

From Simple to Complex From Simple to Complex SentencesSentences

Add a subordinate clause1. The wind,_____________________, blew through the

abandoned house.

2. The old man,__________________, slowly opened his front door.

3. I walked home,_______________________.

4. ___________________, the little girl burst into tears.

5. The sun, _________________________, shone into my bedroom window.

6. The car,___________________ , struggled up the hill.

From Simple to Complex From Simple to Complex SentencesSentences

Add a Subordinate Clause1. Chelsea, ____________________________,

scored in the last minute.2. The old man opened his front door,

____________________.3. I ate my tea, ___________________________.4. ________________, the new teacher shouted

at Stephen.5. The moon, _________________________,

illuminated the empty street.6. The train,___________________________ , pulled

into the station.


Using Commas Using Commas CorrectlyCorrectly

Using CommasUsing Commas Correctly CorrectlyObjectives:

• ReadingReading: To understand how authors use commas in lists and to separate dialogue.

• WritingWriting: To learn how to use commas when creating lists and using dialogue.

Using Commas in ListsUsing Commas in ListsCommas can be used for many things but one of its main uses is to replace the word ‘and’ in a list.

For example, instead of the rather clumsy sentence:

Joseph went to the shop and bought a chocolate bar and a can of pop and a magazine and a box of

matches.

You could You could use commasuse commas to change it into: to change it into:Joseph went to the shop and bought a chocolate

bar, a can of pop, a magazine and a box of matches.

Commas replace the word ‘and’ except for the final ‘and’ which is always kept in.

Using Commas in ListsUsing Commas in ListsAnother of the commas main uses is to replace the word ‘or’ in a list of alternatives or choices.

For example, instead of writing:Joseph went to the cinema but could not decide whether to watch ‘Kung Fu Panda’ or ‘WALL-E’

or ‘Mamma Mia’ or ‘Batman’ or ‘Hancock’.

You could You could use commasuse commas to change it into: to change it into:Joseph went to the cinema but could not decide whether to watch ‘Kung Fu Panda’ ,‘WALL-E’ ,

‘Mamma Mia’, ‘Batman’ or ‘Hancock’.

Commas replace the word ‘or’ except for the final ‘or’ which is always kept in.

Using Commas to replace Using Commas to replace andand or or oror

Use commas to improve the following sentences:

1. Jill went to the baker’s and bought a loaf of bread and a sausage roll and a cheese and onion pie and an iced finger.

2. Mum’s shopping list included: carrots and potatoes and apples and milk and tomato sauce and eggs.

3. Michael had to decide whether to take part in rock climbing or raft building or abseiling or river walking.

4. I could not decide whether to borrow ‘Holes’ or ‘Point Blanc’ or ‘Stone Cold’ or ‘Titanic 2020’ or ‘Breathe’ from the school library.

5. “This morning I’ve got to catch the bus and go to the the dentist and meet Jack for lunch and pick up the children from school,” said mum.

Check Your UnderstandingCheck Your Understanding

Use commas to improve the following sentences:

1. Jill went to the baker’s and bought a loaf of bread, a sausage roll, a cheese and onion pie and an iced finger.

2. Mum’s shopping list included: carrots, potatoes, apples, milk, tomato sauce and eggs.

3. Michael had to decide whether to take part in rock climbing, raft building, abseiling or river walking.

4. I could not decide whether to borrow ‘Holes’, ‘Point Blanc’, ‘Stone Cold’, ‘Titanic 2020’ or ‘Breathe’ from the school library.

5. “This morning I’ve got to catch the bus, go to the the dentist, meet Jack for lunch and pick up the children from school,” said mum.

Using Commas with Using Commas with Adjectives or AdverbsAdjectives or Adverbs

Commas are also used to separate adjectives or adverbs when more than one is used to describe a noun or verb.For example:For example:He was a tight fisted, miserable, old man.

The sports car swiftly, silently and elegantly drove past.

Similar to the lists on the previous slides Similar to the lists on the previous slides this usage is designed to separate this usage is designed to separate

adjectives or adverbs and clarify meaning.adjectives or adverbs and clarify meaning.

Using Commas in Using Commas in DialogueDialogue

The third main use of the comma is to separate the actual words spoken from the rest of the sentence when using speech.

Study these examples:She said, “Today was a brilliant day.”

“I never want to see you again,” remarked James.

“I have lost my money,” cried Ben, “and my train ticket.”


Use commas to separate the dialogue in the following sentences:

1. She said “It takes twenty minutes on the bus.”

2. “You had it this morning” said Susan “you can’t have lost it already.”

3. “My name is Mike” said the contestant “and I’m from Swansea.”

4. “I was expecting you an hour ago” said Mr Hulme.

5. “Mrs Hartley” called the Head teacher “can I have a word with you in private?”


Use commas to separate the dialogue in the following sentences:

1. She said, “It takes twenty minutes on the bus.”

2. “You had it this morning,” said Susan, “you can’t have lost it already.”

3. “My name is Mike,” said the contestant, “and I’m from Swansea.”

4. “I was expecting you an hour ago,” said Mr Hulme.

5. “Mrs Hartley,” called the Head teacher, “could I have a word with you in private?”

Figures of SpeechFigures of Speech

SimilesSimiles

SimilesSimiles

Objectives:

• ReadingReading: To understand how authors use similes to create a vivid image for the reader.

• WritingWriting: To learn how to use similes to create vivid images for the reader.

What are Similes?What are Similes?A similesimile is the comparison of one item with another. It can usually be spotted by the use of the words ‘as’ or ‘like’ to bring the two ideas together.

For example: George ran away from them,

could become, George ran like a fox chased

by a pack of hungry hounds.

The first sentence makes sense but does not create a

clear image whereas the second sentence creates an image and is more effective.

Super SimilesSuper SimilesSimiles are used to emphasise some quality about the object described. Here are a few similes from famous

writers:‘Brief as the lightning in the

collied night.’ (Shakespeare)

‘Bats hanging upside down like rows of disgusting old rags.’ (D.H Lawrence)

‘A low voice like beer trickling out of a jug.’ (P.G. Wodehouse)

Avoiding ClichéAvoiding Cliché

A Cliché is a phrase that has been over used and lost its imaginative effect.Clichéd similes include:

As strong as an ox.As bold as brass.As good as gold.

As light as a feather.It dropped like a stone.

These expressions are ‘hackneyed’ – they are dull, boring, do not

create vivid writing and are best avoided.

Use a simile to complete the Use a simile to complete the sentencessentences

1. Nathanael ran like….2. The gull soared as high as….3. The path wound through the hills

like…4. The trees towered above me like…5. The snow fell as gently as …..


Figures of SpeechFigures of SpeechMetaphorsMetaphors

MetaphorsMetaphors

Objectives:

• ReadingReading: To recognise how authors use metaphors to create images.

• WritingWriting: To learn how to use metaphors to create images.

What are Metaphors?What are Metaphors?Like a similesimile, a , a metaphormetaphor is a is a comparison of one item with another. However instead of saying that something is ‘like’ or ‘as’ something else a metaphor says that it is something else.

Confused? Don’t be.Confused? Don’t be.

Instead of writing, ‘the path wound its way through the hills like a snake’ (SIMILE)You could write: ‘The path snaked its way through the hills’ (METAPHOR)

In a metaphor one thing is said to be another but

it is not literally true

Mega MetaphorsMega MetaphorsMetaphors are used to emphasise some quality about the object described. Here are a few more metaphors:

‘She broke my heart’

‘Time flew by’

‘It was raining cats and dogs’

Avoiding Mixed MetaphorsAvoiding Mixed MetaphorsDon’t get carried away and use too many metaphors. A mixed metaphor is when a person uses too many metaphors and confuses the reader or creates redundancy in the sentence.For example:

Let’s bury the hatchet and let sleeping dogs lie.

I was frightened to death and falling to pieces.

Remember metaphors are intended to clarify meaning and create vivid images.

Mixing metaphors has the opposite effect.

Creating vivid sentencesCreating vivid sentences

1. Lava slithering down a volcano.(A huge golden snake of lava slithered down the volcano)

2. An elderly lady looking tired and annoyed.

3. A crowd of commuters rushing to work.4. A jet plane flying overhead.5. A storm blasting a small fishing village.

Use a metaphor to create a sentence for each of the following. The first has been done for you:

This is quite a difficult task. If you are stuck have a quick look on the next slide…

Example SentencesExample Sentences

1. A huge golden snake of lava slithered down the volcano.

2. The old woman carried the weight of the world on her shoulders.

3. The crowd of worker ants clambered onto the train.

4. The jet screamed over the village tearing the sky apart.

5. The storm, an angry giant, smashed at the harbour walls.

Here are a few ideas for sentences:


Feedback : Read your sentences out to a partner or the rest of the class. Explain why you have chosen particular metaphors, say why you chose particular comparisons.

Opposites and Opposites and AntonymsAntonyms

Opposites andOpposites andAntonymsAntonyms


•Learn what an antonym is•Learn how to use antonyms to

improve our writing skills

Opposites and AntonymsOpposites and Antonyms

Antonyms are words with opposite meanings.

tall and short

Being able to use opposites in your writing will improve your literacy skills.

For example:

Place the following words in the box with its antonym (opposite).

The first one has been done for you.

big

small

small asleep false happy

dry right mean slow night heavy thin old

fat_____

true_____

wet

_____ sad

_____

fast_____

new_____

day_____

wrong

_____

light

_____

kind

_____

awake

_____

Place the following words in the box with its antonym (opposite).

The first one has been done for you.

big

small

small asleep false happy

dry right mean slow night heavy thin old

fatthin

truefalse

wet

dry sadhapp

y

fastslow

newold

daynight

wrong

right

light

heavy

kind

mean

awake

asleep

1.high low2.open3.front4.hot5.rich6.empty7.stop8.in

Read the words below then write down an antonym (opposite) for each one. The first one has been done for you. There are clues in the pictures.

There are a number of possible answers. Here are some examples.

1.high low2.open closed3.front back4.hot cold5.rich poor6.emptyfull7.stop go8.in out

Opposites and AntonymsOpposites and Antonyms

Remember, antonyms are words that have the opposite meaning.

light and dark

For example:

Remember, being able to use antonyms in your writing will improve your literacy skills.

Opposites GameOpposites GameClick below to play the ‘Word Frog’ antonyms game.

Word OriginsWord Origins

PrefixesPrefixes

What is a Prefix?What is a Prefix?Prefixes are letters added to the beginning of words. They often provide a clue to the meaning of a word. Knowledge of common prefixes can help you to gain an understanding of words which may not be familiar to you.

Look at the following words:

AutobiographyAutomatic

AutographAutomobile

All these words begin with the prefix autoauto. What do the words have in common? What

do you think the prefix autoauto means?

What is a Prefix?What is a Prefix?Auto comes for the Greek word for self.

Remember our words from the last slide?

• Autobiography: An account of a person’s life written by themselvesby themselves

• Automatic: A machine able to activate itselfitself

• Autograph: To write your own your own signaturesignature

• Automobile: A self-propellingself-propelling motor vehicle

Therefore words which begin with the prefix auto usually mean something about the self.

Working out words Working out words from from pprefixesrefixes If you know

the prefix you can often gain an idea about the meaning of an unfamiliar word. Draw and complete the table opposite in your books. Write down two words that begin with each prefix then try to work out the prefix’s meaning. The first one has been done for you.

Prefix Word Meaning

OctOct OctagOctagonon

octopoctopusus

eighteight

SeSemimi

AntiAnti

MoMonono

teletele

subsubprepre

Check Your Check Your UnderstandingUnderstanding

Prefix Word Meaning

octoct OctagonOctagon

octopusoctopuseighteight

semisemi Semi-skimmedSemi-circle

halfhalf

antianti Antibodyantisocial

againstagainst

monomono MonorailMonochrome

singlesingle

teletele TelevisionTelephone

distantdistant

subsub Submarinesubway

underunder

prepre Previewprejudge

beforebefore

Prefix Perfection HomeworkPrefix Perfection Homework A good knowledge of common prefixes will help you to

develop your reading and writing skills. Task!Task!Below is a list of common prefixes with Latin or Greek origins. Learn the table below for a test next week.

Prefix Origin Word Meaning

Ante Latin antenatal

Before

Hyper Greek hyperactive

Excessive

Contra Latin contraflow

Against

Poly Greek polyphonic

Many

Post Latin postscript

After

Tri Greek tricycle three

multi Latin multicultural

many

Prefix Perfection Prefix Perfection TaskTask

Below is a list of common prefixes with Latin or Greek origins. Complete the table with the missing information. The first one has been done for you.

Prefix Origin Word Meaning

Ante Latin antenatal

Before

Hyper

Contra

Poly

Post

Tri

multi

Name: ________________

s1 literacy course

Education

particular nouns

car proper nouns

proper nouns writing

nouns objectives

personal pronounsme

key skillstypes of nouns

different types of nouns

jane loves football