Brierley C of E
Colon
A colon is used to introduce a list, or before
someone speaks or instead of a full stop.
*He was very cold: the temperature was below
zero.
*The fridge contained: eggs, butter, milk and
yogurt.
:
Primary School
*Louise said: “What are you doing here?”
Semi-colon
A semi-colon is a punctuation mark. It is stronger
than a comma but not as strong as a full stop:
Sam loves Indian food; Tom prefers Italian food.
Dash
A dash holds words apart. It is stronger than a
comma, but not as strong as a full stop:
There is only one meal worth eating—spaghetti!
Brackets
Brackets can be used like dashes. They can
separate off a part of a sentence or put in an
extra example:
He was awarded a prize in school (not before
time).
;
()
Targets in Literacy
Year 6
Year 6 Key Literacy Objectives
The following targets will give you some idea of the skills your
child will be learning whilst in Year 6 and the expectations for
the end of this year. Children will be assesses against these
targets.
Reading
Be able to use a wide range of strategies to decode
words and understand their meaning.
Read fluently with understanding and take account of a
wide range of punctuation marks. - children should read in
a loud expressive voice. They should know how to use a
range of punctuation marks in reading.
Know the layout features of a range of text types e.g.
Language used, layout, features etc. - Children should be
aware of the features of a range of texts and how these
are connected to the purpose of the text.
Identify and describe the styles of writers and poets.
Speech marks
We use speech marks to show someone is speaking. We write what the person says inside the
speech marks.
Tom said, “I like to watch television in the
evening.”
Ellipsis
We use an ellipsis to show that the sentence is
incomplete, that there is something more to come.
The door creaked open...
“”
...
Apostrophe
An apostrophe is like a raised comma. It is used in
two ways;
1. In contradictions (when words are shortened by
leaving letters out). The apostrophe shows something has been missed out e.g. Do not = don’t
Discuss how messages, moods, feelings and attitudes are
conveyed in text using own opinions and evidence from
the text - children should understand the devices used by
authors to create moods, feelings and attitudes. For
example, how writers use language, punctuation and
sentence structure for effect. They should be able to
support their ideas with evidence from the text.
2. It can be used to show possession.
Be able to identify the difference between fact and
opinion within text.
Hyphens link words together.
the book belonging to the girl = the girl’s
book
’
the book belonging to the boy = the boy’s
Hyphen
I loved freshly-baked bread.
-
Handy hints for using punctuation marks.
Punctuation helps us make sense of what we read. Punctuation
marks make writing easier for us to understand. They help us to
read with expression.
Full Stop
A full stop tells you to stop. You have come to
the end of the sentence. Every sentence must
begin with a capital letter.
The dog chased the postman.
Question mark
A question mark tells you a question is being
asked.
What is the time?
.
?
Comma
A comma tells you to pause. It is also used to
separate items in a list.
After eating his dinner, the old man had a sleep.
In her bag Mrs Jones had apples, pears, bananas
and grapes.
Exclamation mark
An exclamation mark is used when we feel
strongly about something or are surprised.
Stop that thief!
,
!
Use the skills of scanning and skimming so research is
fast and effective - Children should use their skills of
scanning and skimming to quickly read a passage / text and
pick out the main points.
Be able to evaluate a text against its purpose and
comment on how effective and valuable it is.
Give own opinions and views about texts and discuss how
and why they affect the reader.
Writing
Use a range of spelling strategies to spell unknown
words.
Use adventurous words and figurative language in writing
to create effect - Children should make conscious
decisions about the words they use to ensure their writing
is interesting for the reader and to create effect. They
should use exciting and ambitious vocabulary (WOW words)
including;
* A wide range of sophisticated sentence openers and
connectives.
*Adverbs such as tenderly, curiously, apprehensively etc
*Adjectives such as pathetic, comical, formidable etc
*Verbs like dwell, adore, marvel
*Nouns such as silhouette, vision, terrain
Vary the structure of sentences, using a range of
openers, speech, adding additional phrases etc Children should consciously vary the structure of their
sentences to maintain the reader’s interest. They should
open sentences in a range of ways. For example, use a wide
range of sentence openers, use adjectives to create
interesting openers e.g The golden sun shone... and open
with direct speech or questions. They will also be expected
to deliberately add clauses to sentences to give more detail
for the reader.
Use a range of punctuation accurately to create effect,
including brackets, dashes, ellipses and colons - Children
should use the full range of punctuation marks, usually
accurately and consistently - see punctuation pages for
more information .
Use nouns, pronouns and tenses accurately throughout
writing.
Organise work appropriately for the purpose. For
example be able to structure accurately a report,
instructional text, narrative etc and know what to
include in each.
Use paragraphs accurately - Children should use paragraphs to organise their work. They should use a new paragraph in writing to signal a change of focus, change of place,
change of time or a change of speaker.
Plan quickly and effectively.
Be able to evaluate and edit own work - Children need to
routinely proof read their own work to check for mistakes
and make improvements. They should use dictionaries and
thesauruses to make improvements.
Useful websites for Year 6
www.bbc.co.uk/schools/revisewise/english
www.bbc.co.uk/schools/spellits
www.rif.org/readingplanet
www.superkids.com
www.apples4theteacher.com
www.woodlandsjunior.kent.sch.uk/interactive/literacy