* Think about CLIC

Mrs Johnson’s maths set also try multiply by 1000.

Mrs Johnson’s maths set also divide by 1000.

Writing/ SPAG

• Lesson 1: Using Commas Correctly• Lesson 2: Effective Adjectives

• Lesson 3: Prefixes

Lesson 1: Using CommasCorrectly

Objectives:

• Reading: To learn to recognise how authors use commas in lists and to separate dialogue.

• Writing: To learn how to use commas when creating lists and using dialogue.

Using Commas in Lists

Commas can be used for many things but one of its

main uses is to replace the word ‘and’ in a list.

For example, instead of the rather clumsy sentence:

Joseph went to the shop and bought a chocolate bar and a can of pop and a magazine and a box of matches.

You could use commas to change it into:

Joseph went to the shop and bought a chocolate bar, a can of pop, a magazine and a box of matches.

Commas replace the word ‘and’ except for the final ‘and’ which is always kept in.

Using Commas in ListsAnother of the comma’s main uses is to replace the word ‘or’ in a list of alternatives or choices.

For example, instead of writing:

Joseph went to the cinema but could not decide whether to watch ‘Kung Fu Panda’ or ‘WALL-E’ or ‘Mamma Mia’ or ‘Batman’ or ‘Hancock’.

You could use commas to change it into:

Joseph went to the cinema but could not decide whether to watch ‘Kung Fu Panda’ ,‘WALL-E’ , ‘Mamma Mia’, ‘Batman’ or ‘Hancock’.

Commas replace the word ‘or’ except for the final ‘or’ which is always kept in.

Using Commas to replace and or or

Use commas to improve the following sentences:

1. Jill went to the bakers and bought a loaf of bread and a sausage roll and a cheese and onion pie and an iced finger.

2. Mum’s shopping list included: carrots and potatoes and apples and milk and tomato sauce and eggs.

3. Michael had to decide whether to take part in rock climbing or raft building or abseiling or river walking.

4. I could not decide whether to borrow ‘Holes’ or ‘Point Blanc’ or ‘Stone Cold’ or ‘Titanic 2020’ or ‘Breathe’ from the school library.

5. “This morning I’ve got to catch the bus and go to the the dentist and meet Jack for lunch and pick up the children from school,” said mum.

Check Your Understanding

Use commas to improve the following sentences:

1. Jill went to the bakers and bought a loaf of bread, a sausage roll, a cheese and onion pie and an iced finger.

2. Mum’s shopping list included: carrots, potatoes, apples, milk, tomato sauce and eggs.

3. Michael had to decide whether to take part in rock climbing, raft building, abseiling or river walking.

4. I could not decide whether to borrow ‘Holes’, ‘Point Blanc’, ‘Stone Cold’, ‘Titanic 2020’ or ‘Breathe’ from the school library.

5. “This morning I’ve got to catch the bus, go to the the dentist, meet Jack for lunch and pick up the children from school,” said mum.

Using Commas with Adjectives or Adverbs

Commas are also used to separate adjectives or adverbs when more than one is used to describe a noun or verb.

For example:

He was a tight fisted, miserable, old man.

The sports car swiftly, silently and elegantly drove past.

Similar to the lists on the previous slides this usage is designed to separate adjectives or adverbs and clarify meaning.

Using Commas in DialogueThe third main use of the comma is to separate the actual words spoken from the rest of the sentence when using speech.

Study these examples:

She said, “Today was a brilliant day.”

“I never want to see you again,” remarked James.

“I have lost my money,” cried Ben, “and my train ticket.”

Check Your UnderstandingUse commas to separate the dialogue in the following sentences:

1. She said “It takes twenty minutes on the bus.”

2. “You had it this morning” said Susan “you can’t have lost it already.”

3. “My name is Mike” said the contestant “and I’m from Swansea.”

4. “I was expecting you an hour ago” said Mr Hulme.

5. “Mrs Hartley” called the Head teacher “can I have a word with you in private?”

Check Your UnderstandingUse commas to separate the dialogue in the following

sentences:

1. She said, “It takes twenty minutes on the bus.”

2. “You had it this morning,” said Susan, “you can’t have lost it already.”

3. “My name is Mike,” said the contestant, “and I’m from Swansea.”

4. “I was expecting you an hour ago,” said Mr Hulme.

5. “Mrs Hartley,” called the Head teacher, “could I have a word with you in private?”

Lesson 2: What Are Adjectives?Adjectives describe a noun. They are used to add description and mood to a piece of writing.

E.G: I fell into the river

becomes

I fell into the raging river.

• The adjective ‘raging’ adds description to the sentence. It helps the reader get a clear picture of what is being described. The reader can now imagine the scene vividly: a rapidly flowing river.

• The adjective also adds tension to the sentence. The word ‘raging’ makes the river sound fast flowing and dangerous. This makes the sentence more exciting for the reader.

Spot the AdjectiveUnderline, circle or highlight the adjectives in the following sentences:

1. The vicious dog ran straight for me.

2.The angry sea crashed against the black rocks.

3.The fragile, old lady peered through the smashed window.

4.My new bike landed in the muddy pond.

5.A lonely star shone in the purple sky.

Check Your Understanding

How did you do? Give yourself one mark for each correctly identified adjective then add up your score out of ten.

1. The vicious dog ran straight for me.

2. The angry sea crashed against the black rocks.

3. The fragile, old lady peered through the smashedwindow.

4. My new bike landed in the muddy pond.

5. A lonely star shone in the purple sky.

Using AdjectivesOn the next slide you will be asked to place

adjectives into a range of sentences.

• Before you begin, make sure you:

• Use a word which makes sense in the sentence

• Use better vocabulary. Avoid boring adjectives such as ‘big’, ‘interesting, or ‘scary’.

• Use an adjective that creates an image and a particular mood for the reader.

Using AdjectivesPlace adjectives into the following sentences:

1. The _____ wind blasted the _____ castle walls.

2. The _____ child threw its _____ toy onto the floor.

3. A _____ woman crept out of the back door of the _____ house.

4. I sat there _____ in the _____ examination hall.

5. The _____ striker smashed the ball past the _____ goal keeper.

Lesson 3 :What is a Prefix?Prefixes are letters added to the beginning of words. They often provide a clue to the meaning of a word. Knowledge of common prefixes can help you to gain an understanding of words which may not be familiar to you.

Look at the following words:

AutobiographyAutomaticAutographAutomobile

All these words begin with the prefix auto. What do the words have in common? What do you think

the prefix auto means?

What is a Prefix?Auto comes for the Greek word for self.

Remember our words from the last slide?

• Autobiography: An account of a person’s life written by themselves

• Automatic: A machine able to activate itself

• Autograph: To write your own signature

• Automobile: A self-propelling motor vehicle

Therefore words which begin with the prefix auto usually mean something about the self.

Working out words from prefixes

If you know the prefix you can often gain an idea about the meaning of an unfamiliar word.

Draw and complete the table opposite in your books. Write down two words that begin with each prefix then try to work out the prefix’s meaning. The first one has been done for you.

Prefix Word Meaning

Oct Octagon

octopus

eight

Semi

Anti

Mono

tele

sub

pre

Check Your Understanding

Prefix Word Meaning

oct Octagonoctopus

eight

semi Semi-skimmedSemi-circle

half

anti Antibodyantisocial

against

mono MonorailMonochrome

single

tele TelevisionTelephone

distant

sub Submarinesubway

under

pre Previewprejudge

before