When forming new nouns, pupils should be taught how the prefixes super-, auto- and anti- are used
correctly. Most prefixes are added to root words without needing to change the spelling of the root
word. It is important pupils have an opportunity to investigate the meaning of the prefix, how it changes
the meaning of the root word and which root words are suitable for the particular prefix used e.g. super
- means 'above', often used to show that somehow the root word is better or more important than the
ordinary such as when used for words like supermarket, superman. Anti- means 'against' so in words
like antiseptic, the prefix means against septic.
Pupils should be taught the present perfect form of verbs to show that an action happened at an
unspecified time before now. It is important that pupils learn that the present perfect cannot be used
with specific time expressions e.g. yesterday, one year ago, last week, when I was a child but that it
can be used with unspecific expressions e.g. ever, never, once, many times, several times, before, so
far, already and yet. The concept of an unspecified time can be quite confusing, therefore pupils
should explore how to form sentences using the present perfect in certain topics e.g. experiences;
"I have been to France three times." Change over time; "My French has really improved since I moved
to France." Accomplishments; "Doctors have cured many diseases." An uncompleted action you are
expecting; "Bill has still not arrived" and multiple actions at different times; "I have had four quizzes
and five tests so far this term." Pupils should apply this knowledge through activities such as proof
reading.
Pupils should be reminded of and expected to use the correct terminology, being made aware of the
purpose of using them correctly in writing and when reading e.g. pupils should know the correct
terminology for preposition, conjunction; word family, prefix; clause, subordinate clause; direct speech;
consonant, consonant letter vowel, vowel letter; and inverted commas (or 'speech marks'). Correct
examples of these terms in context should be displayed in the environment to support pupils in linking
the terminology to the correct use in their own work.
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The words a, an and the are known as articles and are classified as adjectives. A and an are known as
indefinite articles, as they do not indicate a specific noun; whereas the is a definite article because it
does refer to a specific noun e.g. a cup means any cup; the cup means a specific cup being referred
to. 'I'm not a boxer. I'm the boxer'. Pupils should understand when to use a or an based on what sound
can be heard at the start of the word e.g. a cat, an octopus. It is important to stress that it is the vowel
sound and not just a letter which is a vowel which causes us to choose between a or an e.g. 'My name
begins with an F’. Pupils should explore this with a range of words, saying words out loud and discussing how the first syllable is pronounced, this will support them in correctly choosing the correct article to use.
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Word families are simply groups of words which share the same sounds. Word families can also be
explored through identifying the origins and meanings of root words and how they can be used to
make a range of new words by adding prefixes and suffixes e.g. root word: solve, can become
solution, solver, dissolve, insoluble. When studying origins, taking a word such as 'gender' pupils can
explore that the root comes from old French and Latin 'genus' meaning 'birth, family, nation' and was
later used in science, or in French where the d was lost to make 'genre' which is used in literature.
Words such as generation, generate, engender, generosity, genial and degenerate all come from this
root. Pupils should be given opportunities to take words and identify the common root, or to take a
root and find as many words as possible that can be made from it. To develop further, pupils should
discuss how root words are changed or added to, to make new words and discuss how the new words
have different meanings based on the root.
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Pupils should be taught that coordinating conjunctions e.g. easy to remember using the acronym
'FANBOYS: F- for, A-and, N-nor, B-but, O-or, Y-yet, S-so' are used to join individual words, phrases
and clauses and shows that the elements it joins are similar in importance and structure e.g. 'I like tea
and coffee' Coordinating conjunctions always come between the words or clauses that they join. When
using subordinating conjunctions, pupils should be taught that the conjunction joins a subordinate
(dependent) clause to a main (independent) clause. Common subordinating conjunctions are: e.g.
after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where,
whether, while. Pupils should explore how to identify the subordinate and the dependent clauses in
sentences, and begin to compose their own.
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Pupils should be taught that coordinating conjunctions e.g. easy to remember using the acronym
'FANBOYS: F- for, A-and, N-nor, B-but, O-or, Y-yet, S-so' are used to join individual words, phrases
and clauses and shows that the elements it joins are similar in importance and structure e.g. 'I like tea
and coffee' Coordinating conjunctions always come between the words or clauses that they join. When
using subordinating conjunctions, pupils should be taught that the conjunction joins a subordinate
(dependent) clause to a main (independent) clause. Common subordinating conjunctions are: e.g.
after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where,
whether, while. Pupils should explore how to identify the subordinate and the dependent clauses in
sentences, and begin to compose their own.
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Once pupils have been taught how to plan to write, using a suitable structure to support this, then they
should be taught how to take their notes and ideas and write them into sentences, grouping sentences
together to form paragraphs of similar content. During shared writing, guided groups or in one to one
conferencing, adults should model how to read through the newly formed paragraphs and edit,
ensuring sentences are ordered appropriately and make sense within paragraphs.
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Once pupils have been taught how to plan to write, using a suitable structure to support this, then they
should be taught how to take their notes and ideas and write them into sentences, grouping sentences
together to form paragraphs of similar content. During shared writing, guided groups or in one to one
conferencing, adults should model how to read through the newly formed paragraphs and edit,
ensuring sentences are ordered appropriately and make sense within paragraphs.
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When writing non-fiction texts, pupils should be given the opportunity to explore the text structure and,
when considering the purpose of the text, what effect that this has on the reader e.g. when writing a
report, the purpose of this text is for the reader to be able to find information about a particular topic
easily and efficiently such as they would in an encyclopaedia. It is important to use headings and sub
headings to organise the content so that the reader can find what exactly they are looking for, rather
than reading the whole text to find one piece of information. Not all non-fiction texts require such
organisational devices as sub-headings and bullet points, but when useful to the reader, pupils should
be taught to use these in their own writing and explain the effect that using them has on the structure
and effectiveness of the piece.
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Inverted commas, often commonly named 'speech marks' are used to show actual words spoken or
written. The spoken words are enclosed by opening and closing speech marks. e.g. Sarah shouted as
loudly as she could, "Help!" Pupils should look for speech marks in their reading and use expression to
signal that someone is speaking, and use them correctly in their own independent writing. To develop
further, pupils should explore how wider punctuation is used with speech marks, creating some simple
rules to be presented or displayed in the environment.
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Inverted commas, often commonly named 'speech marks' are used to show actual words spoken or
written. The spoken words are enclosed by opening and closing speech marks. e.g. Sarah shouted as
loudly as she could, "Help!" Pupils should look for speech marks in their reading and use expression to
signal that someone is speaking, and use them correctly in their own independent writing. To develop
further, pupils should explore how wider punctuation is used with speech marks, creating some simple
rules to be presented or displayed in the environment.
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Inverted commas, often commonly named 'speech marks' are used to show actual words spoken or
written. The spoken words are enclosed by opening and closing speech marks. e.g. Sarah shouted as
loudly as she could, "Help!" Pupils should look for speech marks in their reading and use expression to
signal that someone is speaking, and use them correctly in their own independent writing. To develop
further, pupils should explore how wider punctuation is used with speech marks, creating some simple
rules to be presented or displayed in the environment.
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