1. UPPER KS2 English

2. Year 3 & 4 Commas show a break between words in a list
Comma after fronted adverbials
Commas between clauses
Apostrophes for omission and possession
Adverbs to give more information about the verb
Adverbial phrases to start sentences

3. SPAG
Spelling, Punctuation and Grammar

4. Relative Clauses
Year 6
Use a variety of punctuation to add relative clauses such as brackets, dashes and commas.
Also punctuate parenthesis:
If you see a lion in the wild – and this is unlikely – do not approach it.
Omitting the relative pronoun:
Arthur (born in 1950) was a famous writer.
Year 5
Using relative clauses beginning with who, which, that, whose, where and when.
Correct use of commas to mark relative clause.
We missed the train, which was late.
The girl, who was called Jane, was upset.

5. Your Turn!
My mum made my packed lunch. The class assembly was on Friday. Charl always does his homework.

6. OUR EXAMPLES
My mum - who has a strong sense of smell - made my packed lunch.
The class assembly, which was very boring, was on Friday.
Charl (who is 10 years old) always does his homework.

7. Year 6
Punctuation
Use a range of punctuation consistently including full stops, capital letters, exclamation and question marks, commas in lists and to mark clauses, accurate speech punctuation.
Develop use of ellipses to show passing of time (i.e. flashbacks and in dialogue).
Semi-colons to replace a conjunction in a compound sentence or in a complex list.
Year 5
Use a range of punctuation consistently including full stops, capital letters, exclamation and question marks, commas in lists and to mark clauses, accurate speech punctuation.
Begin to use ellipses to create suspense (i.e. cliff-hanger).
Colons to introduce a list.

8. Grammar
Year 5 & 6
Across Year 5 and 6 children begin to develop their authorial voice by writing for different audiences and for different purposes.
Children also show a range of skills, such as moving between all three tenses in a diary entry.
Children also learn to use the active and passive voice to add authority to non fiction such as scientific or historical reports.
Cardinal Wolsey transformed Hampton Court Palace in the 16th Century.
Hampton Court Palace was transformed by Cardinal Wolsey in the 16th Century.

9. Your Turn!
Mr Bignall painted the gate. The window was broken by the boy.

10. THE ANSWERS The gate was painted by Mr Bignall (passive).
The boy broke the window(active).

11. Reading

12. Reading at home
The bed creaked as she sat up and swung her legs out. She listened. Nothing. The steady breathing continued - she hadn’t disturbed anybody. Perhaps she’d have to put the light on to find the door – that would wake them. But no. There was moonlight and the curtains were thin and she could see quite clearly. It would be most unfair to wake them with the light. She stood up and crept towards the door; there was sand in the carpet. A floorboard creaked and she paused, hopefully.

13. Types of questions
Author’s intentions: How does the author create suspense? Why has the author described the breathing as steady?
Inference – reach a conclusion: How does the girl feel? Why does she pause hopefully?
Connecting – link to other texts or own experiences: How does this compare with other mystery stories you have read? What would you do if you were the girl?

14. Presentation and handwriting

15. Any Questions?