Year 5/6

  • This is a suggested sequence of lessons only. Once a lesson objective has been taught, the skill/concept needs to be revised regularly and embedded into curriculum content. Sentence-level writing is best taught in the context of student writing, and curriculum content drives the rigor of the writing activities.

    All lessons are in PowerPoint format so they can be edited and expanded upon. We find the best opportunity to embed the skill/concept into curriculum content is during the ‘You Do’ phase of a lesson.

    Depending on the skill & conceptual knowledge of your students, you may wish to use lessons from earlier grades.

    Remember: The Writing Revolution sentence strategies should be continually revised and embedded into content after teaching them explicitly.

Download the Year 3-6 Sentence Punctuation Posters here

Lessons:

Term 1

Complete a sentence summary of a passage using expansion words (who, what, where, when, why). TWR strategy (attempt when students are proficient at sentence expansion)

Use apostrophes to signal singular and plural possessive within a sentence.

Identify speaking verbs and use them to convey the speakers’ tone, thoughts and feelings.

Identify direct and indirect speech, and punctuate correctly within a sentence.

Use direct speaker conventions for dialogue (quotation mark, comma within quotation mark, new speaker new line).

Expand sentences using adverbs in various positions within a sentence.

Term 2- more to be released later 2022.

Generate compound sentences using coordinating conjunctions FANBOYS (separated by a comma before the conjunction).

Identify the dependent and independent clauses within a complex sentence and punctuate accordingly (D,I: Dependent Clause, Independent Clause and ID: Independent Clause Dependent Clause).

Complete sentence stems containing a subordinate conjunction depicting time, cause, concession, place, comparison, manner, purpose, concession and condition to form a complex sentence (D, I and ID).

Use of parentheses for the first use of an abbreviation or acronym and to include additional information within a sentence.

Given a subject (noun or noun phrase), write a sentence using an appositive. TWR strategy

Term 3 - will be completed by August 2023

Combine two sentences to create a complex sentence containing relative clauses (clauses that start with a relative pronoun or relative adjective - who, what, which, whose, where, when). TWR strategy

Combine and punctuate 3-4 simple sentences using knowledge of conjunctions, pronouns, relative clauses and/or appositives. TWR strategy

Edit sentences within a passage for consistent tense.

Identify the difference between first person and third person point of view and change POV.

Use interjections within direct speech.

Term 4- will be completed by October 2023

Upgrade nouns within an argument. E.g. people who believe/disagree --> advocates, critics, defenders, opponents, proponents, naysayers, challengers, supporters)

Upgrade verbs within an argument (e.g. believe/ think --> advocate, argue, criticise, defend, propose) (copy of Year 4).

Generate compound sentences, where the two independent clauses are separated by a semi-colon (to replace a conjunction) E.g. It was a gloomy day; I could still smell the rain.

Generate sentences containing a semi-colon and a conjunctive adverb (therefore, however).

Generate sentences containing a semi-colon and a conjunctive adverb (nevertheless, similarly).

Combine 3-4 sentences using knowledge of clauses, punctuation (commas, semi-colons), conjunctions (including conjunctive adverbs) and appositives. TWR strategy