Notes and Guidance (continued)
Assessment and Answers
Ask the pupils to write instructions to explain how to perform a simple task; for example, tie a shoelace, brush their teeth. Remind them to use command/imperative verbs and list their instructions in the correct order.
• Reread the text, but first explain to pupils that the focus will be on words. While reading the ‘Steps’, ask pupils to underline the first word in each step. Explain that these are command or imperative verbs that give commands or instructions.
Ask pupils to write the following list of words in alphabetical order and to then place each word in a sentence which best shows its meaning.
Present the following words to the pupils and ask them to write down each root word.
• The activities on page 71 focus on a variety of suffixes.
wishes, giving, silliness, served, happening, kindness, instruction, usually, cooled, frozen
• Discuss and list words which end with the suffix ‘-ing’. Tell pupils that this suffix is used to express the action of a verb. Tell pupils that this suffix is usually added straight onto the end of most root words without any spelling change; e.g. feeding. However, root words ending in ‘e’ need to drop the ‘e’ before adding the suffix; e.g. having, coming.
1. A little oil must be poured into the baking tray and then it is heated in the oven. 2. oven, Yorkshire pudding/muffin baking tray, bowl, whisk, tablespoon, teaspoon, cup 3. oil
4. (a) batter – a runny mixture of flour, eggs and milk or water (b) traditional – part of a tradition; something done by habit (c) muffin – a small, domed spongy cake (d) section – a part something is divided into (e) well‑risen – grown very high out of the baking tray 5. Answers may include: They will get cold; They will not taste as nice if not eaten immediately. 6. Yorkshire puddings can be defrosted and heated in the oven for a few minutes.
• Discuss and list words which end with the suffix ‘-ion’, specifically the spelling ‘-tion’. This spelling is used if the root word ends in ‘t’ or ‘te’; for example, invention, injection, action, hesitation, completion. Sort the words according to whether the root word ends in ‘t’ or ‘te’. There are some exceptions; for example, the words ‘attend’ and ‘intend’ both end in ‘d’, but add the ‘-tion’ suffix to become ‘attention’ and ‘intention’.
• Discuss and list words which end with the suffix ‘-es’. This suffix is added to nouns and verbs. Explain that root words ending in ‘-y’ with a consonant before it will need a spelling change; e.g. hurry/hurries, baby/babies.
• Discuss the word reading activities on page 71, then allow pupils to complete the page independently. Differentiated Individual/Paired/Group Work
7. Answers may include: Whisking keeps the mixture light and airy; Whisking is one way to mix the ingredients together. 8.–9. Answers will vary. Word Reading
• Pupils should use these verbs to give instructions on how to complete an art activity. Less able pupils should give four instructions, whilst more able pupils should aim for at least eight.
4. (a) smoothness
• In pairs, pupils should find and list command or imperative verbs that they might use in an art activity; for example, cut, paint, shade, sketch.
• As a class, compare pupils’ lists of command/imperative verbs.
Reading – Comprehension and Word Reading
2. (a) baking
3. (a) steadied (b) steadier (c) steadying
(d) giving (d) steadiest
5. instruction 6. No, because if ‘-ing’ is taken from the word, a proper word is not evident (pudd) as is normal when you add a suffix. 7. (a) (b)
-ly: usually, lightly, steadily, evenly, immediately -ed/-d: served, whisked, combined, browned, cooled -ing: making, baking, dividing -en: eaten, risen, frozen dropped the ‘e’