Adverbials
Adverbs and adverbials modify the verb – they tell us more about how, when or why something was done or happened.
Underline the adverb or adverbial in each sentence below. In a different colour, underline the verb it modifies.
1. Max quickly learned to hide what he knew.
2. Pa hastily hid the paper he was holding.
3. Before the sun rose, rabbits were nibbling grass in the field.
4. The fox scampered along the hedge.
5. In a sudden fit of anger, the boy hurled the stone at the fox. 6. Max hated his parents talking about him.
7. Ma slowly started to walk back toward the house.
8. Badgers always hate to be seen.
9. Later in the afternoon, the rain poured down.
10. After hearing the gun shot, Max ran.
11. In the shade of the tree, Max slept peacefully.
12. The fox was slinking toward the chicken coop.
Now add an adverb or adverbial to each of these sentences. At least one should start the sentence.
1. The birds sing.
_____________________________
2. The old man walked.
______________________________
3. The grey cat pounced.
____________________________
Week 1 Monday Grammar 1
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Y3/4 Sum F Plan 5A
Extract from The Hodgeheg by Dick King-Smith
“What are you talking about Ma?” he said.
“Nothing,” said Ma hastily.
“You wouldn’t be talking about nothing,” said Max, “or there wouldn’t be any point in
talking.”
“Don’t be cheeky,” said Pa, “and mind your own business.”
“Well, I suppose it is their business really isn’t it?” said Ma. “Or soon will be. They’re bound
to go exploring outside our garden before long, and we must warn them.”
“You’re right,” said Pa. “Now then kids, just you listen to me.”
Max listened carefully. Then he said, “Do humans cross the road?”
Week 1 Tuesday Spoken language 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A
Marked Up Extract from The Hodgeheg by Dick King-Smith
“What are you talking about Ma?” he said.
//“Nothing,” said Ma hastily.
// “You wouldn’t be talking about nothing,” said Max, “or there wouldn’t be any point in
talking.”
// “Don’t be cheeky,” said Pa, “and mind your own business.”
// “Well, I suppose it is their business really isn’t it?” said Ma. “Or soon will be. They’re
bound to go exploring outside our garden before long, and we must warn them.”
// “You’re right,” said Pa. “Now then kids, just you listen to me.”
// Max listened carefully. Then he said, “Do humans cross the road?”
Key
Words which are actually spoken
Speech marks around spoken word & punctuation which goes with the speech
// New speaker, new line.
Punctuation directly related to speech
Week 1 Tuesday Spoken language 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A
Map of Extract from The Hodgeheg
Week 1 Tuesday Spoken language 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A
The Hodgeheg Story Planner
Sections
Problem
What happens (note form only)
Word ideas
Journey/Quest
Journey/Quest
Journey/Quest
Journey/Quest
Resolution
Week 1 Thursday Grammar 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A
Example: The Hodgeheg Story Planner
Problem
What happens
(summary)
Max and his family
want to know how to
cross roads safely
Journey/Quest
Went out
Zebra crossing
Pavement
Sections
Word ideas
Changing the
story
Eve the Lidybard
wants to know
how to cross the
road safely
Creeping quietly, Max
slipped out.
Zebra crossing
Lorry
Journey/Quest
Cyclist
Turned the other way
Pedestrian
crossing (lights)
Watched pedestrian
crossing for a long time
Crossed at the lights
Journey/Quest
Lost in park
Park
Hit by telephone box
door
Milk float
Journey/Quest
School
Lollipop Lady
Watches children
Resolution
The lollipop lady helps
the family to cross the
road
Success!
Week 1 Thursday Grammar 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A
Adding adverbs and fronted adverbials
Add fronted adverbials as you copy out these sentences.
These can be one word, e.g. Swiftly… or a phrase, e.g. After the storm…
_______________________________________, Max slipped out of the garden.
_____________________________________, he went to the darkest spot he could find.
____________________________________, he shuffled nearer.
_____________________________________, the lorry steered over the little animal.
__________________________________, the cyclist twisted his handlebars to try to avoid the little hedgehog.
______________________________________, he reached the new crossing place.
_______________________, he looked across and saw that the green man was gone and red man had reappeared.
_________________________________________, Max trotted busily around the park.
_________________________, the following morning seven spiny shapes emerged from under the front gates.
______________________________________, the great female raised her magic wand and the traffic halted.
Week 1 Thursday Grammar 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A
Animal Websites
National Geographic Kids: Animals & Pets http://www.ngkids.co.uk/animals#
Animal Database http://www.kidsbiology.com/animals-for-children.php
UK Safari (especially good for insects) http://www.uksafari.com/creepycrawlies.htm
Jungle Kingdom http://www.kidsfront.com/animals-male-female-name.html
London Zoo http://www.zsl.org/zsl-london-zoo/
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by
Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of
publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and
indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the
Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
Week 1 Friday Word Reading 2
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Y3/4 Sum F Plan 5A
Compound or Complex Sentences – which is which?
Max went to the park but he doesn’t like the slide.
When Max went to the park, he had a turn on the swings.
Max was in the park that day because he really wanted a turn on the swings.
Max loves playing in the park and he particularly likes swinging on the swings.
While Max was on the swing, the children came into the park.
Max wanted to play in the park or he wanted to meet his friends.
Max liked the swings although he did not like to go very high.
Max went to the park so that he could play on the swing.
Week 2 Tuesday Grammar 5
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Y3/4 Sum F Plan 5A
Simple sentences to join up – use ‘when’ or ‘although’ or ‘because’
The small, seaside town is a very quiet place in winter.
It is often rainy and windy in the town.
The farmyard becomes a sea of mud.
It has rained a lot.
The mountain is a beautiful place to live.
The mountain has amazing views.
Week 2 Tuesday Grammar 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/4 Sum F Plan 5A