Year 5 Spelling Homework (WB 24.3.08)
Write 10 sentences like those on the sheet in the front of your spelling book.
‘10 different ways’
ways’ (1)
’10 different ways’ is an exercise in improving your vocabulary involving the use of
synonyms. As you concentrate on the writing project, you only need to complete
these special 10 sentences for spelling homework. Make sure you know how each
word is used so that you place it in the right context.
1.
picked
done
they
lady
catch
tired
were
where
straight
rope
Walked
alked
Get/got
Get/got
2.
trekked
trampled
tread
trudged
strolled
ambled
hiked
strode
sauntered
wandered
3.
acquired
obtained
inherited
received
collected
mustered
hoarded
gathered
assembled
amassed
So far we have noticed that these areas need to be improved.
•
•
Make sure you place the full-stop at the end of dialogue only if it also the end
of the sentence!
The use of questions should be used to create suspense in narrative like the
example on the spelling sheet and not be used in dialogue.
Year 5 Spelling Homework (WB 31.3.08)
31.3.08)
Write 10 sentences like those on the sheet in the front of your spelling book.
Make sure you carry on with your writing project this week too!
‘10 different ways’
ways’ (2)
(2)
’10 different ways’ is an exercise in improving your vocabulary involving the use of synonyms. As you
concentrate on the writing project, you only need to complete these special 10 sentences for spelling
homework. Make sure you know how each word is used so that you place it in the right context.
1.
pieces
NB:
was held
saw (verb)
2.
clasped
clutched
possessed
grabbed
gripped
grasped
embraced
grappled
hugged
squeezed
3.
anticipated
glimpsed
perceived
pictured
observed
imagined
distinguished
identified
viewed
visualised
You can also spell the –ing version of these words by taking away the suffix –ed and replacing it
with -ing. Please note that you may be asked to spell the –ing version in your test.
Year 5 Spelling Homework (WB 21.4.08)
21.4.08)
Write 10 sentences like those on the sheet in the front of your spelling book.
Make sure you carry on with your writing project this week too!
‘10 different ways’
ways’ (3)
(3)
’10 different ways’ is an exercise in improving your vocabulary involving the use of synonyms. As you
concentrate on the writing project, you only need to complete these special 10 sentences for spelling
homework. Make sure you know how each word is used so that you place it in the right context.
1.
say/said
2.
gave/give
gave/give
3.
happened
went
everyone
stairs
stares
something
again
just
until
gone
uttered
mentioned
stated
voiced
whispered
stuttered
remarked
declared
exclaimed
answered
donated
provided
bestowed
bequeathed
consigned
furnished
contributed
offered
supplied
presented
(21.4.08) So far we have noticed that these areas need to be improved:
•
•
•
Make sure you check the exact meaning of each word before you use it in a sentence. If you can find an example of how it is used in a sentence. Ask for help from an adult if you’re not sure.
Make sure not all of your sentences have only one clause – show an effort in being creative and
different in each sentence. Avoid writing first person sentences about everyday things that might
happen to you. Each sentence should seem to be a sentence from a story or a piece of non-fiction.
MAKE SURE YOU USE THE TYPES OF SENTENCES STUCK IN THE FRONT OF YOUR BOOK!!
Year 5 Spelling Homework (WB 28.4.08)
28.4.08)
Write 10 sentences like those on the sheet in the front of your spelling book.
Make sure you carry on with your writing project this week too!
‘10 different ways’
ways’ (4)
(4)
Make sure you know how each word is used so that you place it in the right context.
1.
allowed
sneak
would
front
stairs
stares
tried
beautiful
colour
feeling
shout/whisper
2.
bellowed
cheered
cried
yelled
screeched
hissed
murmured
sighed
mumbled
buzzed
shout/whisper
3.
shrieked
hollered
squealed
thundered
guffawed
insinuated
divulged
sighed
gossiped
breathed
PLEASE MAKE SURE YOU READ THIS BEFORE YOU START YOUR HOMEWORK!!!
This week we want you to focus on producing 10 independent sentences using the correct punctuation for
dialogue. These sentences should be designed as hooks – a sentence that grabs the reader from the start of
story.
Remember – a full-stop should not be placed before a full-stop unless it is the end of a sentence.
Doctor
or Watson. (This is incorrect. The full“I’ve got some interesting information for you.” Hissed Doct
stop after the word ‘you’ should be a comma (or exclamation) as the end of the sentence is after the word
‘Watson’. The word ‘Hissed’ should not be written with a capital as it is not at the beginning of a sentence.)
“I’ve got some interesting information for you,” hissed Doctor Watson. (This is correct!)
Look at this sentence.
“Not now Watson.”
(This time there is a full-stop before the speech mark because it is the end of the sentence. There are
no more words after ‘Watson’. Never have a comma at the end of a sentence.)
This sentence has a question mark before the speech mark:
“But Holmes, when can I speak
speak to you?” Watson bellowed.
The question mark is acting as if it is a comma. The sentence does not end until after the word ‘bellowed’.
Don’t forget to INDENT!!!!!
Spelling Homework – Cliff McNish Newspaper Report (WB 12.5.08)
This week we want you to write a newspaper report of Cliff McNish’s visit to St. Michael’s School. Divide
your spelling book up into columns or if you prefer type it up. If you would like your homework to go on
the school website save it on a disc and bring it into school. Make sure you print a copy out too!
Make sure you remember to use the techniques we have taught. i.e.
•
•
•
•
•
•
•
•
•
Start with a lead paragraph that is either in larger font or in bold font to grab the reader’s attention.
The first sentence should be long
Answer the 5W’s at the beginning of your report. What? Where? Who? When? Why?
Quote what Cliff McNish said. Use your notes from his visit.
Use the inverted pyramid method, starting with the most important information and finishing with
the least important.
Use short paragraphs to make it easy to read.
Think of a catchy headline.
Either use a photo from the web or draw one to compliment your work.
Use the split clause sentence at least once. E.g. Cliff McNish, the writer of many compelling
children’s books, visited St. Michael’s Primary School yesterday.
1.
2.
3.
friend
beginning
noise
scared
bored
board
wear
where
great
grate
signing
sighing
magical
favourite
imagination
breathe
breath
entertaining
triumph
exciting
fascinating
intriguing
compelling
interesting
absorbing
inspiring
stimulating
thrilling
appreciating
savouring
Group 3 should also learn the –ed suffix ending of their words and may decide to include them instead in
their work.
E.g. Instead of ‘fascinating’ use ‘fascinated’. ‘Intrigued’ instead of ‘intriguing’.
Year 5 Spelling Homework (WB 19.5.08)
19.5.08)
Write a story called
‘The
Fog’
Remember:
Introduction
Resolution
Build--up
Build
Conclusion
moment)
nt)
Conflict (Black mome
Read the guidelines below before you start. The most important
thing is to make sure you know where your story is heading. In this
exercise look to show (not tell) character and setting in some form
in most sentences to bring the story alive to the reader. Spend 5
minutes planning your story. Remember the advice given to you by
Cliff McNish. Use suspense (donkey/carrot) by way of using short
sentences and paragraphs. Maybe there is something in the fog that
is getting closer and closer like ‘The Roar’ in Cliff’s Silver Sequence
books. Make sure you use a range of sentences. The story should be
between 3 to 5 pages long unless you have told differently.
Year 5 Summer Term Objective – To recognise the spelling and meaning of prefixes
prefixes such as ‘im‘im-‘ (meaning not)
1.
Strange
Brought
Bought
Goes
Nice
Remember
Goodbye
Anything
Very
Now
Know
1a
just
bought
mind
know
now
Earth
told
which
flew
caught
every
2.
Immature
Immobile
Impractical
Impossible
Improbable
Improper
Impatient
Impolite
Imperfect
Immortal
Impaired
3.
Immaturity
Immobile
Imprecise
Impatiently
Impolitely
Implantation
Imperfection
Impoliteness
Immortal
Impartial
Impairment
Year 5 Spelling Homework – Apostrophes (WB
(WB 2.6.08)
This week we want you to write 10 sentences that each use the possessive apostrophe.
apostrophe.
Remember if singular, the apostrophe is placed before the letter s.
If plural, the apostrophe normally is placed after the letter s.
e.g.
(singular) Despite being hungry, Lucian found Natasha’s cake inedible.
(plural) The boys’ behaviour was inappropriate, so they were sent to the head-teacher.
Make sure you:
(a)
(b)
use a range of sentence types
avoid writing in the first person
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Year 5 Summer Term Objective – To recognise the spelling and meaning of prefixes
prefixes such as ‘in‘in-‘ (meaning not)
1
hurt
trying
work
mouse
bags
bit
bite
scared
break
brake
1a
other
idea
behind
tied
every
everyone
grate
great
distance
opened
2
inactive
indirect
inhaling
inherit
3
inappropriate
incapable
incredible
independent
insert
invalid
inability
inhuman
infamous
inaptly
inedible
infinite
injustice
insertion
inseparable
indigestion
Year 5 Spelling Homework (WB 9.6.08)
10 different ways (5)
Find a picture or photograph that portrays ‘summer’ in all its glory. Print from the internet or cut it out
from a magazine. Stick the picture in your spelling book and write 2 pages using the picture as a
guide. Write this in the third person.
When you look at the picture, make sure you:
(a) Look at the general image
(b) Look at the detail as if you looking at it through a magnifying glass.
(c) Don’t just describe what you can see, describe what could be there.
(d) Use some personification. E.g. The long grass of the meadow danced in the refreshing
breeze.
(e) Describe colour, light, and use the 6 senses of writing where possible. Use a range of senses
and not just a couple. Try smell, taste, and touch but don’t use the words themselves – that’s
‘telling’.
e.g. Touch: The summer grass tickled the faces of the children as they hid within them.
e.g. Smell:
A field fresh with buttercups sweetened the air.
e.g. Taste:
Sweet candy floss teased the insects and the toddlers at the summer fair.
(f) Use a range of sentences.
(g) Use your spelling words to bring the beauty of the summer to life for the reader.
Target – Improve vocabulary (synonyms for ‘beautiful’ or ‘beautifully’)
1.
2.
Lovely
Delightful
Pretty
Charming
Graceful
Pleasing
Handsome
Pleasant
Attractive
Enticing
gorgeous
delightful
glorious
sumptuous
magnificent
attractive
glamorous
brilliant
radiant
ravishing
3.
gorgeous
gloriously
sumptuous
magnificently
attractively
luxurious
exquisite
radiant
impeccable
delicious
Year 5 Spelling Homework (WB 16.6.08)
To recognise
recognise the spelling and meaning of prefixes such as ‘pro‘pro-‘
Meaning of ‘pro-‘
‘Pro’ has several meanings that involve being positive. It means for, or in favour of. It
means forwards. It also means in front of. It also means before.
Use one of the pictures below to write a funny piece of dialogue of about two pages. This time we would
like you to use a range of dialogue forms. Here they are:
1.
Dialogue then a narrative tag
e.g.
“I am going,” Sally said.
2.
Narrative tag then dialogue
e.g.
Sally said, “I am going.”
3.
Split what they say 1.
e.g.
“I am going, whether you let me or not.” becomes
“I am going,” Sally said, “whether you let me or not.”
Study this sentence carefully. As Sally said this with only a slight pause (comma), there is no fullstop after the word said.
4.
Split what they say 2.
2
e.g.
“I am going. Whether you let me or not.” becomes
“I am going,” Sally said. “Whether you let me or not.”
When Sally said this she paused enough to allow a full-stop to be written. Therefore a full-stop is
placed after the word said and the following word whether has a capital because it is the beginning
of a new sentence.
5.
Just dialogue – used when we know who the characters are. They have a quick paced conversation.
e.g. “ I am going.”
“No you’re not!”
“Yes I am!”
“Don’t disobey me girl!”
“Why are you so mean to me?”
Make sure you use each one at least once and use the spelling where possible. DON’T FORGET INDENTS!!
If you can’t get the words into the conversation, write some additional sentences separately.
For spelling words (p.t.o.)
1.
2.
3.
Cloud
Bench
There
Their
They’re
moving
crowd
went
join
joined
profile
promotion
progress
prohibit
prolong
pronoun
prospect
protect
proverb
provoke
professional
promotion
production
progression
prolific
pronounce
protective
provision
provocative
protrude
Year 5 Spelling Homework (WB 23.6.08)
‘Zoom’ by Simon Armitage
It begins as a house, and end terrace
in this case
but it will not stop there. Soon it is
an avenue
which cambers arrogantly past the Mechanics’ Institute,
turns left
at the main road without even looking
and quickly it is
a town with all four major clearing banks,
a daily paper
and a football team pushing for promotion.
On it goes, oblivious of the Planning Acts,
the green belts,
and before we know it it is out of our hands:
city, nation,
hemisphere, universe, hammering out in all directions
until suddenly,
mercifully, it is drawn aside through the eye
of a black hole
and bulleted into a neighbouring galaxy, emerging
smaller and smoother
than a billiard ball but weighing more than Saturn.
People stop me in the street, badger me
in the check-out queue
and ask “What is this, this that is so small
and so very smooth
but whose mass is greater than the ringed planet?”
It’s just words
I assure them. But they will not have it.
‘Zoom Lens’ by Nicholas Bieber
At first glance it is
A big black metal worm,
Snaking from one end of the horizon to the
other,
Sucking in and spewing out the silver rails.
As I get nearer
It turns into a roaring, raging, dark streak,
Spitting out foul, grey mouthfuls of bitter
smoke.
Nearer still
And I can feel the earth quiver.
A warm gust of air and it is here,
Rushing, screeching, screaming
Past my nose.
A live earthquake passes me by,
Carriage upon carriage shoots through the
tunnel.
The never-ending train has finally gone,
Leaving me completely deaf
And with the taste of smoke in my mouth.
(WB 23.6.08) For your homework we want you to write a poem in the style of ‘Zoom’ by Simon
Armitage, or ‘Zoom Lens’ by Nicholas Bieber. Once you have written the poem, write 10 separate
sentences using the words in your spelling list.
-------------------------------------------------------------------------------------------------------------------------------------‘Zoom’ by Simon Armitage
This poem describes the word ‘Zoom’ as an object ‘zooming’ across the world and across the universe. Pay
particular attention to the first two verses which describes its movement and what happens to it from its
beginning to its end. ‘Zoom’ is an onomatopoeic word which is a word that is written in a similar way to the
way it sounds.
Use an onomatopoeic word to write a poem that is written in a similar way. Here are some examples of
onomatopoeic words:
You could write a poem about where you might find these sounds across the world. BANG! CRASH!
WALLOP! BUZZ! CLICK! CRACKLE! BONG! CLANG! GURGLE! PLOP! There are hundreds more you
could choose from. Look them up on the internet or in a dictionary.
You could use words that describe movement. E.g. WHIZZ! WHOOSH! SWOOSH! ZOOM!
-------------------------------------------------------------------------------------------------------------------------------------‘Zoom Lens’ by Nicholas Bieber
The idea for this comes from film and TV, where, from a wide-angle shot, the camera can zoom slowly in to a
close-up of a small detail. You need to imagine a landscape or general scene – you might even write about
something you can actually see, perhaps from a window – and begin by describing the overall first impressions.
Having set your scene, you look next for a very small detail which you are going to look even closer at. This
should then be described from a distance. Gradually, thereafter, you slowly zoom in on this, which becomes
clearer and clearer, until it is the only important image in the frame.
This exercise is to encourage you to take time in describing what you see and to help you learn how to build up
interest, expectation, and even tension. These skills can be used in story writing too!
You might use an object that is getting closer like the train in ‘Zoom Lens’ or you could zoom in closer to the
detail yourself!
-------------------------------------------------------------------------------------------------------------------------------------Spelling words:
To recognise the spelling and meaning of the prefix pro and sus1.
2.
suspense
suspend
you’re
your
are
our
beautifully
remembered
received
weirdly
3
Suspension
Suspense
Suspended
Suspicious
Sustainable
Suspected
Sustenance
Probably
Probability
Problematic