Year 5 Spelling Homework (WB ) 10 different ways (1)

Transcription

1 Year 5 Spelling Homework (WB ) Write 10 sentences like those on the sheet in the front of your spelling book. 10 different 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. Walk alked Get/got picked trekked acquired done trampled obtained they tread inherited lady trudged received catch strolled collected tired ambled mustered were hiked hoarded where strode gathered straight sauntered assembled rope wandered 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.

2 Year 5 Spelling Homework (WB ) 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 (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. was held saw (verb) pieces clasped anticipated clutched glimpsed possessed perceived grabbed pictured gripped observed grasped imagined embraced distinguished grappled identified hugged viewed squeezed visualised NB: 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.

3 Year 5 Spelling Homework (WB ).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 (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. say/said gave/give give happened uttered donated went mentioned provided everyone stated bestowed stairs voiced bequeathed stares whispered consigned something stuttered furnished again remarked contributed just declared offered until exclaimed supplied gone answered presented ( ) 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!!

4 Year 5 Spelling Homework (WB ).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 (4) Make sure you know how each word is used so that you place it in the right context. shout/whisper shout/whisper allowed bellowed shrieked sneak cheered hollered would cried squealed front yelled thundered stairs screeched guffawed stares hissed insinuated tried murmured divulged beautiful sighed sighed colour mumbled gossiped feeling buzzed 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. I ve got some interesting information for you. Hissed Doctor or Watson. (This is incorrect. The fullstop 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 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!!!!!

5 Spelling Homework Cliff McNish Newspaper Report (WB ) 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 friend signing fascinating beginning sighing intriguing noise magical compelling scared favourite interesting bored imagination absorbing board breathe inspiring wear breath stimulating where entertaining thrilling great triumph appreciating grate exciting 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.

6 Year 5 Spelling Homework (WB ).08) Write a story called The Fog Remember: Introduction Resolution Build-up up Conclusion Conflict (Black moment) 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 such as im- (meaning not) 1. 1a Strange just Immature Immaturity Brought bought Immobile Immobile Bought mind Impractical Imprecise Goes know Impossible Impatiently Nice now Improbable Impolitely Remember Earth Improper Implantation Goodbye told Impatient Imperfection Anything which Impolite Impoliteness Very flew Imperfect Immortal Now caught Immortal Impartial Know every Impaired Impairment

7 Year 5 Spelling Homework Apostrophes (WB ) This week we want you to write 10 sentences that each use the possessive 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) use a range of sentence types (b) avoid writing in the first person Year 5 Summer Term Objective To recognise the spelling and meaning of prefixes such as in- (meaning not) 1 1a hurt other trying idea work behind mouse tied bags every bit everyone bite grate scared great break distance brake opened 2 3 inactive inappropriate indirect incapable inhaling incredible inherit independent insert inedible invalid infinite inability injustice inhuman insertion infamous inseparable inaptly indigestion

8 Year 5 Spelling Homework (WB ) 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: e.g. Taste: A field fresh with buttercups sweetened the air. 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 ) Lovely gorgeous gorgeous Delightful delightful gloriously Pretty glorious sumptuous Charming sumptuous magnificently Graceful magnificent attractively Pleasing attractive luxurious Handsome glamorous exquisite Pleasant brilliant radiant Attractive radiant impeccable Enticing ravishing delicious

9 Year 5 Spelling Homework (WB ) To recognise the spelling and meaning of prefixes such as 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.)

10 Cloud profile professional Bench promotion promotion There progress production Their prohibit progression They re prolong prolific moving pronoun pronounce crowd prospect protective went protect provision join proverb provocative joined provoke protrude

11 Year 5 Spelling Homework (WB ) 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. 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. 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.

12 (WB ) 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 sus suspense Suspension suspend Suspense you re Suspended your Suspicious are Sustainable our Suspected beautifully Sustenance remembered Probably received Probability weirdly Problematic

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