Writing meaningful text: vocabulary knowledge resources

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

Students explain what an adjective is and identify adjectives in some sentences.

This task assesses student understanding of how the form of a word affects the way it is used, i.e., whether a word is used as a noun or a verb.

Students select answers that demonstrate their understanding of alphabetical order.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are given an example of ordering adjectives in an advertisement. They use this example to develop a list of adjectives that they order as they create their own advertisement .

From given examples, students define four root words then complete a chart of root words and their meanings.

An example of a personal letter provides the context, with questions about letter formats and abbreviations being the assessment focus.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students produce a simple written description, using nouns and adjectives with some precision.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

Students produce a simple written description, using nouns and adjectives with some precision.

The focus of this resource is on selecting prepositions appropriate to the context.

Students produce a simple written description, using nouns and adjectives with some precision.