Treasure House Vocabulary, Grammar and Punctuation Sample Pack

Treasure House Teacher’s Guide 1 Composition Skills

Sample Sample Pack Pack

Composition Composit Skills Sk Vocabulary, Grammar

Sample Pack

and Punctuation Skills

s.

Chris Whitney

Abigail Steel

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Treasure House Teacher’s Guide 1 Composition Skills

Year Year 11

Vocabulary, Grammar Composition and Punctuation Skills Skills

Chris Whitney

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Vocabulary Unit 2D: Adding endings to root words (–est) Overview English curriculum objectives • Suffixes that can be added to verbs [and adjectives] where no change is needed in the spelling of root words (e.g. ‘helping’, ‘helped’, ‘helper’)

Treasure House resources

• Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 1, Vocabulary Unit 2 • Photocopiable Vocabulary Unit 2D, Resource 1: Rosettes, page 75 • Photocopiable Vocabulary Unit 2D, Resource 2: Labels, page 76

• Vocabulary, Grammar and Punctuation Skills Pupil Book 1, Vocabulary Unit 2D, pages 14–15

Introduction Teaching overview This unit builds on the content of the previous unit on comparative adjectives, used to compare two things. This unit focuses on creating superlative adjectives (adjectives used to describe the most or least of a group of things) by adding the suffix ‘–est’ to adjectives where no change is needed in the spelling of the root words. Use the content of this unit to actively develop children’s oral vocabulary as well as their ability to understand and use the grammatical structures, giving particular support to children whose oral language skills are insufficiently developed.

When modelling the teaching point, use your voice to show emphasis, intonation, tone, volume and natural speech patterns. This will help beginner learners to bridge the gaps between spoken and written vocabulary, grammar and punctuation.

Introduce the concept

moving on and asking: ‘Who do you think is the loudest person in the class?’ Again, allow some discussion before moving on. Display the following words on the board: ‘fastest’, ‘loudest’. Discuss the meaning of each word. Then ask the children: ‘What do these words have in common?’ Establish that they both end in ‘–est’ and are both adjectives.

Point out the root adjective in each word. Explain that, if we want to say someone or something is the most or least anything, we need to use an adjective ending ‘–est’. Model using adjectives ending ‘–est’ in sentences and invite volunteers to do the same, for example: ‘I am the oldest person in this classroom.’

‘This is the sharpest pencil in my pencil case.’

Read and point to the teaching point in the Pupil Book: ‘We can change words by adding the ending ‘–est’. An ending like this is called a suffix. We travelled on the slowest bus. I am the tallest child in my class.’

Ask the children: ‘Who do you think is the fastest runner in the class?’ Allow some discussion before

Pupil practice

Pupil Book pages 14–15

Get started

Try these

The children copy sentences, then find and underline the suffix ‘–est’. You may wish to support the children by reading each sentence aloud, then pausing while they find and point to the suffix ‘–est’, before asking them to copy the sentences.

Answers 1. Zak was the fastest boy in the race. [example] 2. Our car is the cleanest.

[1 mark] 3. Raj is the loudest singer.

[1 mark] 4. My pencil is the sharpest in the pot.

[1 mark] 5. I am the youngest in my family.

[1 mark]

The children copy sentences and add the suffix ‘–est’ to the underlined words.

Answers 1. I ate the thickest slice of bread. [example] 2. Today is the longest day of the year.

[1 mark] 3. I have the softest teddy of them all.

[1 mark] 4. I put the book on the lowest shelf.

[1 mark] 5. Mum chose the lightest shade of blue.

[1 mark]

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Review unit 1 Vocabulary Unit 2D

14

Vocabulary Adding endings to root Copy and correct the sentences. You need to add the wordsA. (-est) suffix –s or –es to the underlined words.

We can change words adding the ending –est.

1. The boxbyare very heavy.

An ending like this is called a suffix.

2. I have a pot of grape with my lunch.

We travelled the bought slowesttwo bus.bunch of roses.

3. Myon mum ●

●

I am the4.tallest child in my Let’s put away all class. the toy.

B. Copy the sentences. Add the suffix –ing or –ed to the underlined words.

1. I wash my hands before I ate.

Get started

2. I wait for an hour.

Copy the sentences. Underline the suffix –est in each sentence.

3. We are play on the slide.

One has been done for you.

4. Tom was count his pocket money.

1. Zak was the fastest boy in the race.

Answer: Zak was the fastest boy in the race.

2. Our car is the cleanest.

3. Raj is the loudest singer.

4. That pencil is the sharpest in the pot.

5. I am the youngest in my family.

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Vocabulary Unit 2D

C. Copy and correct the sentences. You need to add the suffix –er or –est to the underlined words.

1. Jack is tall than Pete but Dan is the tall.

Adding en words (-e

We can change An ending like th ●

We travelle

●

I am the ta

2. I am old than Iris but Sally is the old.

D. Add the prefix un– to each word. Then use it in a sentence of your own.

Get started

1. true

Copy the senten One has been do

2. afraid

1. Zak was t

Answer: Z

2. Our car is 3. Raj is the

4. That penc

5. I am the y

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Year Year Year Year 2 22 2

Vocabulary, Vocabulary, Grammar Grammar and and Punctuation Punctuation Skills Skills

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Grammar Unit 1: Coordinating conjunctions Overview English curriculum objectives • Subordination (using ‘when’, ‘if’, ‘that’, ‘because’) and coordination (using ‘or’, ‘and’, ‘but’)

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 2, Grammar Unit 1, pages 16–17 • Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 2, Grammar Unit 1

• Photocopiable Grammar Unit 1, Resource 1: Building coordinating conjunction sentences, page 85 • Photocopiable Grammar Unit 1, Resource 2: Finishing coordinating conjunction sentences, page 86

Additional resources • Paper and glue (for Resource 1)

Introduction Teaching overview Conjunctions are joining words. They link parts of sentences. This unit introduces children to the concept of joining two independent sentences by using the coordinating conjunctions ‘and’, ‘or’ and ‘but’. The words ‘and’, ‘but’ and ‘or’ are the three main coordinating conjunctions. They are used to join what would be two grammatically independent clauses (phrases that could make complete sentences) as a single sentence. For example, the two sentences ‘I enjoy surfing.’ and ‘I am afraid of sharks.’ can be joined using ‘but’: ‘I enjoy surfing but I am afraid of sharks.’

The addition of a conjunction adds meaning by indicating how the two independent clauses are linked: ‘and’ is used to list things or ideas; ‘or’ is used to discuss alternatives; ‘but’ is used to contrast facts or ideas. With the addition of a coordinating conjunction, some details can be omitted from the second clause, for example, ‘I enjoy surfing but am afraid of sharks.’

Use the content of this unit to actively develop children’s oral vocabulary as well as their ability to understand and use the grammatical structures, giving particular support to children whose oral language skills are insufficiently developed. When modelling the teaching point, use your voice to show emphasis, intonation, tone, volume and natural

Pupil practice Get started The children copy sentences, then find and underline the coordinating conjunctions. You may wish to support the children by reading each sentence aloud, then pausing while they find and point to the

speech patterns. This will help beginner learners to bridge the gaps between spoken and written vocabulary, grammar and punctuation.

Introduce the concept Ask the children: ‘If we want to join two sentences together, what joining words could we use to do that?’ Elicit ideas. Discuss why sentences might need joining together. Elicit that it could be to avoid too many short sentences or that it might be to show a relationship between the sentences.

Write the following sentences on the board with a line drawn in the middle as shown: ‘I like fruit.

I like sweets.’, ‘I can play football.

I can go swimming.’, ‘I have my coat.

I forgot my hat.’

Tell the children that we can use coordinating conjunctions to join two sentences together. The main coordinating conjunctions are ‘and’, ‘or’ and ‘but’. Write the words ‘and’, ‘or’ and ‘but’ on the board. Ask the children to help you work out which coordinating conjunction works best in each sentence. Rub out the full stops after the first sentences. Read the sentences aloud and insert each word in the gaps to see which sounds best.

Tell the children that we use ‘and’ to make a list (‘I like fruit and I like sweets.’), ‘or’ to show alternatives (‘I can play football or I can go swimming.’) and ‘but’ to contrast (‘I have my coat but I forgot my hat.’).

Pupil Book pages 16–17 coordinating conjunctions, before asking them to copy the sentences.

Answers 1. We could watch tennis or we could watch cartoons. [example]

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Grammar Unit 1

Coordinating conjunctions Coordinating conjunctions can join two independent sentences. Coordinating conjunctions include and, or and but. ●

I like fruit and I enjoy sweets.

●

I can play football or I can go swimming.

●

I have my coat but I forgot my hat.

Get started Copy the sentences and underline the coordinating conjunctions. One has been done for you.

1. We could watch tennis or we could watch cartoons.

Answer: We could watch tennis or we could watch cartoons.

2. I am tired but I don’t want to go to bed.

3. They put their pens away and they closed their books.

4. They could have cheese or they could have tuna.

5. I had a new toy but my sister broke it.

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Try these Put the words in the correct order to make sentences. One has been done for you.

1. or play could inside we could We outside. play Answer: We could play inside or we could play outside.

2. but I would to like outside play raining. is it 3. or choose We apples. could choose we could oranges 4. but sleepover. party I’ll a I have a have won’t 5. and dad is My is snoring. sleeping he

Now try these Join each pair of sentences with the best coordinating conjunction: and, or or but.

1. I like carrots. I do not like peppers.

2. I could play on the swings first.

I could play on the slide first.

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y Unit 2D

ng endings to root s (-est)

hange words by adding the ending –est. g like this is called a suffix.

Treasure House Teacher’s Guide 1 Composition Skills

travelled on the slowest bus.

Vocabulary, Grammar Composition and Punctuation Skills Skills

m the tallest child in my class.

arted

Year13 Year

sentences. Underline the suffix –est in each sentence. been done for you.

k was the fastest boy in the race.

nswer: Zak was the fastest boy in the race.

ur car is the cleanest.

j is the loudest singer.

at pencil is the sharpest in the pot.

am the youngest in my family.

Chris Whitney

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Punctuation Unit 2: Capital letters Overview English curriculum objectives • (Revision of) use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 3 Punctuation Unit 2 pages 44–45

• Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 3 Punctuation Unit 2 • Photocopiable Punctuation Unit 2, Resource 1: Colouring capitalisation rules, page 108 • Photocopiable Punctuation Unit 2, Resource 2: Correcting capitalisation, page 109

Introduction Teaching overview

Introduce the concept

This unit aims to practise and consolidate the concept that we use capital letters at the start of sentences and at the beginning of proper nouns. A proper noun is the name of a specific person, place, organisation or thing. Proper nouns always begin with a capital letter, regardless of where they occur in a sentence. Punctuation is used to structure and organise sentences, clarifying how the sentence should be read. A capital letter should always be used to indicate the beginning of a sentence.

Use the content of this unit to teach grammar explicitly: children should be taught grammatical terminology and concepts, and be able to apply them correctly to examples of real language; such as their own writing or books they have read.

When modelling the teaching point, use your voice to show emphasis, intonation, tone, volume and natural speech patterns. This will help children to learn the differences between spoken and written vocabulary, grammar and punctuation.

Ask the children to tell you all the circumstances in which you should use a capital letter to start a word.

Elicit ideas. Establish that every sentence starts with a capital letter and that we also use capital letters at the beginnings of proper nouns. Remind the children that proper nouns are names or titles of specific things such as individual people, places, months, days, book and film titles, and organisations.

Write a selection of proper and common nouns on the board without capitalising any of them, for example, ‘chair’, ‘table’, ‘david’, ‘oxfordshire’, ‘hair’, ‘skirt’, ‘pen’, ‘australia’, ‘lake’, ‘town’, ‘church’, ‘st mary’s church’, ‘mrs wilson’, ‘flower’, ‘flour’ ‘the sea’, ‘the mediterranean sea’, ‘oxfam’. Ask volunteers to find the proper nouns and give them capital letters.

Once all the proper nouns have been found, ask more volunteers to use them in sentences. Ask them to write the sentences on the board ensuring they capitalise the proper nouns and beginnings of the sentences correctly.

Pupil practice

Pupil Book pages 44–45

Get started

Try these

The children read pairs of sentences and copy out the sentence from each pair that uses capital letters correctly. You may wish to support the children by reading each pair of sentences aloud and then pausing while they discuss the sentences in pairs, before asking them to copy the sentences.

Answers 1. b) My birthday is in October. [example] 2. b) My cousin is a great dancer.

[1 mark] 3. b) Fabien lives in Paris in France.

[1 mark] 4. a) We have English on Thursdays.

[1 mark] 5. a) Elsa and I went to London.

[1 mark] 6. a) My mum was born in a town in Florida. [1 mark]

The children rewrite sentences using capital letters in the correct places.

Answers 1. Newcastle is a city in England. [example] 2. Newquay is a town in Cornwall.

[1 mark] 3. My friends are called Naveen, Tobias and Elena.

[1 mark] 4. My favourite days are Tuesday and Saturday, when I go swimming.

[1 mark] 5. The film I enjoy most is ‘Paddington’.

[1 mark] 6. Texas is a state in America.

[1 mark] 7. My brothers are called Phillip and John. [1 mark] 8. ‘Mr Stink’ is the book I enjoy reading most. [1 mark] 63

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Comprehension Unit Review unit 32

Fairy stories: ‘Hansel and Gretel’ Punctuation From ‘Hansel and Gretel’ by Malachy Doyle

A. Copy the sentences and add the correct punctuation.

You might needthe capital letters, full stops, exclamation marks or "There is no food," said woodman. question marks.

"How will 1. wewhat eat?"time does the show start "Take Hansel and my Gretel for a walk in the Brown Wood," said 2. help, shoelaces are tied together his wife, "and leave them."

3. i would like a strawberry ice-cream

"No!" said4.the woodman. cannot!" can we take a "I leafl et "You must,5.orthat wewas will aall die!" cried his wife. shocking ending Copy thetook list and tick and the things So theB.woodman Hansel Gretelthat need capital letters. into the Brown Wood.

1 Days of the week 2. boy The start sentence He gave the and of girla some cake to eat.

Items in your pencil case But Hansel3.put it in his pocket and 4. Place dropped little bits names all along the way.

5. Fruits and vegetables

Get started 6. People’s names C. sentences Rewrite each phrase apostrophe to show possession.

Find the in the storyusing andan write the 1. the watering can belonging to the gardener missing words.

2. the board games belonging to woodman.

Auntie Pauline. ," said the 1. "There is no 3. the in the?"classroom 2. "How will atmosphere we 4. the books belonging to Mr Sanchez 3. So the woodman took Hansel and 5. the hairbrush to Mum into thebelonging Brown Wood.

4. He gave the boy and girl some

6

to eat.

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Comprehension Unit 2

Fairy stories: ‘

D. Copy and complete the sentences by adding speech marks where they are needed.

1. Lucy said, Shall we have pie for tea tonight? From ‘Hansel and Gretel 2. Jackson replied, Yes please – that’s my favourite.

"There is no food," said the

3. Do you enjoy painting? asked Karen.

"How will we eat?"

4. Not as much as I enjoy drawing, answered Toby.

"Take Hansel and Gretel for his wife, "and leave them."

5. What a busy day we are having! exclaimed Abi.

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"No!" said the woodman. "I

"You must, or we will all die

So the woodman took Hans into the Brown Wood.

He gave the boy and girl so

But Hansel put it in his poc dropped little bits all along

Get started

Find the sentences in the st missing words.

1. "There is no 2. "How will we

3. So the woodman too into the

4. He gave the boy and

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Review unit 1

Vocabulary A. Copy and correct the sentences. You need to add the suffix –s or –es to the underlined words.

1. The box are very heavy.

TreasureHouse HouseTeacher’s Teacher’sGuide Guide4 1Composition CompositionSkills Skills Treasure

2. I have a pot of grape with my lunch.

3. My mum bought two bunch of roses.

Year Year4 Year 14

Composition Composition Skills Skills

4. Let’s put away all the toy.

B. Copy the sentences. Add the suffix –ing or –ed to the underlined words.

1. I wash my hands before I ate.

2. I wait for an hour.

3. We are play on the slide.

4. Tom was count his pocket money.

ChrisWhitney Whitney Chris

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Vocabulary Unit 5: Nouns with prefixes Overview English curriculum objectives

Additional resources

• Use further prefixes and suffixes and understand how to add them

• Word cards for: disappear, reappear, mistake, retake, reconnect, incorrect, inactive, reactive, misplace, displace, replace, replant, irreplaceable, impossible, reshape, misshape, rematch, mismatch, recover, discover, inaction, reaction, reassemble, disassemble, misfit, refit, dislocate, relocate, misname, rename, disorganised, reorganised • A variety of class dictionaries

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 4, Vocabulary Unit 5, pages 12–13 • Collins Connect Treasure House Year 4 Vocabulary, Grammar and Punctuation: Vocabulary Unit 5 • Photocopiable Unit 5, Resource 1: Prefix match, page 81 • Photocopiable Unit 5, Resource 2: Prefix hunt, page 82

Introduction Teaching overview This unit builds on the children’s knowledge and understanding of prefixes by looking at how a wide variety of prefixes can be added to nouns to make new nouns. The use of prefixes creates new words in a word family, and an increased knowledge of prefixes and their meaning will help children understand new words as they encounter them. It will also give them confidence to create new words when needed.

Introduce the concept Ask the children to remind you of what a prefix is.

Elicit their answers and confirm that a prefix is a group of letters that can be added to the beginning of a word to change its meaning.

Tell the children that there are lots of prefixes that can be added to nouns to create new nouns. Read the list of prefixes in the Pupil Book together and write them on the board, discussing the meaning of each as you go.

Leaving the list of prefixes on the board, write the following words on the board: ‘mistake’, ‘discovery’, ‘intercity’, ‘submarine’, ‘superhero’, ‘antidote’, ‘autopilot’, ‘ex-policeman’, ‘co-operation’, ‘microscope’. Ask the children to discuss the meaning of the words with a partner, encouraging them to use the meaning of the prefixes as part of their definition. Ask volunteers to come to the front and write one of the words next to the prefix and explain its meaning.

Pupil practice Get started Ask the children to write a definition for each word, based on their knowledge of prefixes, then write a sentence for each word.

Possible answers (definitions): 1. Misfortune is bad fortune or bad luck. Black cats bring misfortune – to mice! [example] 2. A supermarket is a very large market or shop.

3. Disorganisation is a lack of organisation.

4. Antifreeze is used to prevent against frost.

5. An autopilot directs a plane by itself.

6. An ex-soldier is someone who used to be a soldier.

7. A microchip is a very small computer chip.

8. A minibus is a small bus.

Pupil Book pages 12–13 Accept any appropriate sentence that uses the given word.

[1 mark for the definition and 1 mark for the sentence]

Try these Ask the children to carry out the activity, using a dictionary for help if they need to.

Answers 1. anticlimax [example] 2. superhero [1 mark] 3. interaction [1 mark] 4. disappearance [1 mark] 5. subway [1 mark] 6. overwork [1 mark]

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Unit 5 ension UnitVocabulary 2

y stories: ‘Hansel Gretel’ Nouns with and prefixes

Hansel and Gretel’ bya Malachy Doyle A prefix is group of letters that can be added to the beginning of a word to change its meaning. There are lots of is no food," said the woodman.

prefixes you can add to nouns to create new nouns. mis– = bad / incorrect anti– = against will we eat?" dis– = not / lack of auto– = self / on its own ●

●

Hansel and Gretel for a walk in the Brown Wood," said ex– = not any more , "and leave them."inter– = between ●

●

●

●

●

sub– = under / below

●

aid the woodman. "I cannot!"

super– / over– = bigger / morecried than his usual ust, or we will all die!" wife. ●

●

co– = with

micro– / mini– = small

woodman took Hansel and Gretel e Brown Wood.Get started

at each word’s prefix. Try to write a definition for the word e the boy and Look girl some cake to eat.

on your own, before using a dictionary for help. Then put the nsel put it in his pocket word into aand sentence. One has been done for you.

d little bits all along the way.

1. misfortune

Answer: Misfortune is bad fortune or

tarted

bad luck. Black cats bring

e sentences in the story and misfortune write the 2. supermarket words.

There is no

How will we

– to mice!

3. disorganisation

," said the woodman.

4. antifreeze

?"

5. autopilot

So the woodman took Hansel and 6. ex-soldier into the Brown Wood.

7. microchip

8. minibus He gave the boy and girl some

7indd 14:3662

to eat.

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Comprehension Unit 2

Fairy stories

Try these

Copy and complete these sentences by adding a prefix from the box.

Use a dictionary for help if you need to. One has been done for you.

From ‘Hansel and Gr anti

dis

over

sub

super

inter is no food," said "There

will we eat?"

1. The film had a really terrible ending –"How it was such an

anti

climax.

"Take Hansel and Grete hero! his wife, "and leave the

2. What’s that flying through the air? It’s a

3. Our teacher likes us to chat about our work in big groups, "No!" said the woodma action in the classroom. so there’s a lot of

"You must, or we will a

4. The appearance of my watch is a mystery I still haven’t solved.

5. The road was busy so we took the under the street.

way

6. Hannah was completely exhausted: she was work. suffering from

Now try these

So the woodman took H into the Brown Wood.

He gave the boy and gi

But Hansel put it in his dropped little bits all alo

Get started

Use a dictionary to find a new noun that contains each of these prefixes and use it in a sentence. One has been done for you.

Find the sentences in th missing words.

1. inter– Answer: interview

1. "There is no

My brother Henri had an

2. "How will we

interview for university

2. sub–

3. multi–

3. So the woodman into

4. trans–

5. dis–

4. He gave the boy

last week.

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Treasure House Teacher’s Guide 1 Composition Skills

Year15 Year

Vocabulary, Grammar Composition and Punctuation Skills Skills

Chris Whitney

09:58

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Grammar Unit 2B: Modal verbs showing possibility Overview English curriculum objectives • Indicating degrees of possibility using modal verbs (for example: ‘might’, ‘should’, ‘will’ and ‘must’)

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 5, Grammar Unit 2B, pages 18–19

• Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 5, Grammar Unit 2 • Photocopiable Grammar Unit 2B, Resource 1: We should and we could, page 77 • Photocopiable Grammar Unit 2B, Resource 2: I certainly might, page 78

Introduction Teaching overview This unit introduces the concept of modal verbs used to show how likely something is. The children should be encouraged to use modal verbs to add nuances in both their spoken and written work. The modal verbs ‘can’, ‘could’, ‘would’, ‘shall’, ‘may’, ‘might’, ‘should’, ‘must’ and ‘will’ change the verb.

Introduce the concept Tell the children that in this lesson they will learn about and practice using modal verbs. Ask if any of them have heard of modal verbs before, and if they have, ask them to share their prior knowledge with the class. Explain that modal verbs are used to show how likely something is. Draw a comparison with adverbs of possibility and explain that sometimes an adverb of possibility is used alongside a modal verb.

Write the following examples of modal verbs on the board: ‘can’, ‘could’, ‘may’, ‘might’, ‘must’, ‘ought’, ‘shall’, ‘should’, ‘will’ and ‘would’. Write the sentence: ‘I eat my broccoli’ on the board. Add the modal verb ‘will’ to give, ‘I will eat my broccoli.’ Ask other volunteers to change the choice of modal verbs to change the meaning of the sentences.

If the children are confident with this, challenge them to now add an adverb of possibility, for example:’ I definitely should eat my broccoli.’

Ask the children to work in their groups to add a different modal verb to each of the following: ‘We go for a walk.’ ‘I look after my brother.’ ‘Caitlin does her homework.’ ‘Leon tidies his room.’ (In the last two examples the existing verb will need to change.)

Pupil practice Get started Ask the children to copy out the sentences, underlining the modal verb in each one. The first answer has been completed as an example. You may wish to support the children by reading each sentence aloud, then pausing while they find and point to the modal verb, before asking them to copy the sentences.

Answers 1. “Could we go fishing on Saturday?”

I asked Dad. [example] 2. “We should be able to,” he replied.

[1 mark] 3. I told him I would get my fishing kit packed and ready.

[1 mark] 4. “I will prepare you a tasty picnic,” said Mum with a wink.

[1 mark] 5. “Shall we invite Uncle Tony?” Dad asked me.

[1 mark]

Pupil Book pages 18–19 6. “You ought to,” piped up Mum. “He always invites you two.”

7. “He might be busy on Saturday,” I said.

“He goes to the match most weeks.”

8. “I can ask him later tonight,” said Dad.

[1 mark] [1 mark] [1 mark]

Try these Ask the children to copy out the sentence from each pair that seems most likely. The first answer has been completed as an example.

Answers 1. We will follow her. [example] 2. I should help.

[1 mark] 3. I can come with you into town.

[1 mark] 4. I shall go to the shops with Gran and help her carry her bags.

[1 mark] 5. I must finish my homework.

[1 mark] 6. I will walk the dog.

[1 mark]

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Comprehension Unit 2

Review unit 2

Fairy stories:

Grammar

From ‘Hansel and Gre

A. Rewrite each sentence in a formal style.

1. Yeah! We’re off to Devon on Sat.

"There is no food," said t

2. Are you going to the match Friday?

"How will we eat?"

3. M8 text me back L8R bout the meeting place.

"Take Hansel and Gretel his wife, "and leave them

4. Do you want to pop in tomorrow? I’ll just be hanging around at home.

5. Watcha up to on Tuesday arvo?

said B. Answer these questions with two sentences, one using a modal"No!" verb and one using an adverb, to show how likely the actions of your verbs are.

the woodman

"You must, or we will all

1. Will you be going swimming anytime soon?

2. What are you planning for next weekend?

So the woodman took H into the Brown Wood.

3. Are you enrolled in any clubs for after school next week?

He gave the boy and girl

4. Would you like to climb a mountain?

But Hansel put it in his p dropped little bits all alo

5. What do you think you will do in the holidays?

C. Copy out the sentences, underlining the relative clause in each.

1. Nottingham is a famous city where tourists often visit.

2. This is the jacket that I bought.

Get started

Find the sentences in the missing words.

3. Denise handed her earrings, which were gold hoops, to her swimming teacher.

4. Sonja, who lives with her aunt, is coming to tea.

1. "There is no 2. "How will we

3. So the woodman t into t

5. It was almost 9:10 p.m. when the show started.

4. He gave the boy a

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it 2 Comprehension Unit 2

ries:Fairy ‘Hansel stories: and Gretel’ ‘Hansel and Gretel’

D. Copy and complete these sentences by adding connecting adverbials or conjunctions to create a paragraph about a fishing trip.

1. ________________ we got all our kit ready to go __________ we loaded

nd Gretel’ Fromby‘Hansel Malachy Gretel’ by Malachy Doyle upand theDoyle van.

We stopped way __________ I wanted a drink. ," said "There the woodman. is no2.food," said on thethewoodman.

3. We ate our picnic ______________.

?"

"How will we eat?"

4. ______________ we tried our luck fishing in the big lake.

Gretel "Take for a walk Hansel in the Brown Gretel for Wood," a walk said in the Brown Wood," said 5. and _______________ we went home jubilant _____________ we caught ve them." his wife, "and the prize! leave them."

oodman."No!" "I cannot!" said the woodman. "I cannot!" will all"You die!"must, cried or hiswe wife. will all die!" cried his wife.

took Hansel So theand woodman Gretel took Hansel and Gretel Wood. into the Brown Wood.

and girlHe some gavecake the to boy eat. and girl some cake to eat. in his pocket But Hansel and put it in his pocket and all along dropped the way. little bits all along the way.

Get started

s in theFind storytheand write in thethese story and write the E.sentences Copy andthe expand sentences, putting one adverbial of time and one adverbial of place in each. missing words.

o

spring-cleaned her cottage. ," said1. the ," said the woodman.

1. "There isDebbie nowoodman.

we

2. "How ?" will we

2. There was a lot of dust and dirt.

?"

3. She worked hard to clean and tidy.

odman took3.Hansel So theand woodman took Hansel and 4. Debbie was pleased with her efforts. into the Brown Wood. into the Brown Wood.

5. She sat down to eat a piece of cake and drink a cup of tea.

e boy and 4. girlHe some gave the boy andtogirl eat.some

6

to eat.

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Treasure House Teacher’s Guide 1 Composition Skills

Year Year Year 1 66

Vocabulary, Vocabulary, Grammar Grammar Composition and and Punctuation Punctuation Skills Skills Skills

Chris Whitney

Abigail AbigailSteel Steel Chris Whitney VGP sample with bleed revise.indd 50

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6

r n s

Punctuation Unit 2: Hyphens to avoid ambiguity Overview English curriculum objectives • How hyphens can be used to avoid ambiguity [for example, ‘man eating shark’ versus ‘man-eating shark’, or ‘recover’ versus ‘re-cover’]

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 6, Punctuation Unit 2, pages 38–39

• Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 6, Punctuation Unit 2 • Photocopiable Punctuation Unit 2, Resource 1: A never-ending story, page 97 • Photocopiable Punctuation Unit 2, Resource 2: Add the hyphens, page 98

Introduction Teaching overview This unit builds on children’s understanding of using hyphens to avoid ambiguity in their writing. Children should be familiar with hyphens from Year 5. The activities in the Pupil Book provide practice first in changing hyphenated phrases into descriptions that use relative clauses, then adding hyphens where needed and finally in describing the effect hyphens have on phrases when placed in different positions.

Introduce the concept Ask the children to explain what a hyphen is and why they are useful. Elicit ideas and invite children to write some examples on the board. Remind them that we can use a hyphen to join two or more words

and make them into a compound adjective or noun.

Using a hyphen can also change the meaning of a sentence completely. Write the following examples on the board to demonstrate: • The bamboo eating pandas.

• The bamboo-eating pandas.

Ask the children, in pairs, to write the following phrases, which you dictate, asking them to decide if the adjectives are separate and need commas or should be combined with a hyphen: ‘She has blue-green eyes.’, ‘He is tall, funny and kind.’, ‘Dad likes hot, spicy food.’, ‘My two-year-old cousin is sweet.’ Discuss the answers, clarifying any misunderstandings.

Pupil practice

Pupil Book pages 38–39

Get started

Try these

Ask the children to change each hyphenated phrase into a description that uses a relative clause. The first answer has been completed as an example. Precise wording will vary.

Example answers 1. an old lady who has poor sight [example] 2. a warning that sounds at high tide [1 mark] 3. my sandwich that is half eaten [1 mark] 4. that baby who has curly hair [1 mark] 5. a laugh that indicates a light heart [1 mark] 6. that noise that sounds horrid [1 mark] 7. a scream that makes the spine tingle [1 mark] 8. the liquid for cleaning the floor [1 mark]

Ask the children to copy out the sentences, adding hyphens in the correct places in the underlined noun phrases. The first answer has been completed as an example.

Answers 1. The fast-moving car zipped past us, its horn blaring. [example] 2. A fifty-year-old house stood on the corner of our street.

[1 mark] 3. Her old-fashioned blue coat was her favourite.

[1 mark] 4. My long-lost aunt Robyn was coming to stay with us over the holidays.

[1 mark] 5. The large flat-bottomed cup could hold such a lot of tea!

[1 mark] 6. A long-haired ginger cat followed my brother all the way home.

[1 mark]

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hension Unit 2 Punctuation Unit 2

ry stories: ‘Hansel and Gretel’ Hyphens to avoid ambiguity

We can useby a hyphen (-) to join two or more ‘Hansel and Gretel’ Malachy Doyle

is no food,"

words and make them into a compound adjective or noun. said the Using a hyphen woodman. can also change the meaning of a sentence completely.

will we eat?"

The bamboo eating pandas. = The bamboo that eatinginpandas. for a iswalk the Brown Wood," said ●

Hansel and Gretel e, "and leave them."The bamboo-eating pandas. = The pandas ●

that eat bamboo.

said the woodman. "I cannot!"

must, or we will all die!" cried his wife.

Get started

woodman took Hansel and Gretel Change each hyphenated phrase into a description that uses a relative clause. e Brown Wood.

One has been done for you.

ve the boy and girl1.some cake toold eat. a poor-sighted lady

Answer: ansel put it in his pocket andan old lady ed little bits all along thehigh-tide way. warning 2. the

who has poor sight

3. my half-eaten sandwich

started

4. that curly-haired baby

a light-hearted laugh he sentences in the5.story and write the 6. that horrid-sounding noise g words.

"There is no

"How will we

7. a spine-tingling scream

," said the woodman.

8. the floor-cleaning liquid

?"

So the woodman took Hansel and into the Brown Wood.

He gave the boy and girl some

to eat.

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Comprehension

Fairy st

Try these Copy out these sentences, adding hyphens in the correct places in the underlined noun phrases.

One has been done for you.

From ‘Hanse

"There is no f

1. The fast moving car zipped past us, its horn blaring.

Answer: The fast-moving car zipped past us, its horn blaring.

"How will we

3. Her old fashioned blue coat was her favourite.

"Take Hansel his wife, "and

4. My long lost aunt Robyn was coming to stay with us over the holidays.

"No!" said the

5. The large flat bottomed cup could hold such a lot of tea!

"You must, or

2. A fifty year old house stood on the corner of our street.

6. A long haired ginger cat followed my brother all the way home.

So the woodm into the Brow

Now try these

He gave the b

Read each pair of phrases, paying attention to the hyphens, and explain the meaning of each phrase. What effect do the hyphens have?

But Hansel pu dropped little

1. a) five year-old children

Get starte

b) five-year-old children 2. a) grass chewing sheep

Find the sente missing words

b) grass-chewing sheep 3. a) Sam’s many coloured cube

1. "There

b) Sam’s many-coloured cube

2. "How w

4. a) the slow travelling train

3. So the

b) the slow-travelling train 5. a) her green feathered hat

4. He gav

b) her green-feathered hat

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