S1 Literacy: Building the Basics

1. S1 Literacy: Building the Basics S1 Literacy: Building the Basics

2. Personal Pronouns Me, myself and I

3. Personal Pronouns In this lesson we are going to: Learn about personal pronouns Learn how to use personal pronouns in autobiographical writing

4. Personal Pronouns A noun is a word that is a person, place or thing. A pronoun can be used in place of a noun A personal pronoun is used in place of a noun that is a person or thing. Emma loves chocolate. She could eat it all day. Personal pronouns are used so that you don’t have to repeat the same words in your writing.

5. Personal pronouns for people include… you they me I her him he us she we them

6. Personal pronouns for things include… it they them

7. The following sentences do not use personal pronouns. Rewrite each sentence using a personal pronoun. • Mike turned the fire on because Mike was cold. • Jane loves football, Jane plays football after school. • The rain poured down, the rain made a tremendous noise. • The car broke down because the car ran out of petrol. • Amir loves Saira, Amir bought Saira a ring.

8. Check your answers • Mike turned the fire on because he was cold. • Jane loves football, she plays it after school. • The rain poured down, it made a tremendous noise. • The car broke down because it ran out of petrol. • Amir loves Saira, he bought her a ring.

9. Check your sentences with your teacher Did you remember to change the noun for a personal pronoun?

10. Personal Pronouns In autobiographical writing personal pronouns are used all the time as the author is writing about themselves. ‘I remember when I was seven, scoring a last minute goal…’

11. Key Skills Types of Nouns

12. Nouns Objectives: • Reading: To learn how to recognise common and proper nouns • Writing: To learn how to use different types of nouns effectively

13. What Are Nouns? Nouns are words for a person, place, thing or idea. E.G: The sneaky thief The empty street The sharp knife The terrible truth

14. Spot the Noun Underline, circle or highlight the nouns in the following sentences: • The plumber fixed the leaking tap. • The village was not on the map. • The present was hidden in the wardrobe. • English is my favourite subject. • Mr Jones was reading the “Radio Times” on the train to Bristol.

15. Check Your Understanding How did you do? Give yourself one mark for each correctly identified noun then add up your score out of twelve. • The plumber fixed the leaking tap. • The village was not on the map. • The present was hidden in the wardrobe. 4. English is my favourite subject. 5. Mr Jones was reading the “Radio Times” on the train to Bristol.

16. Common Nouns and Proper Nouns Common nouns are used for general persons, places or things. E.G: author, city, car Proper Nouns are used for particular persons, places or things. E.G: Charles Dickens, Cardiff, Nissan

17. Common Nouns Steven table Jupiter book tree France dog Proper Nouns Rover Hull City F.C. planet car hut bricklayer Globe Theatre Sort these nouns intoCommonNounsandProperNouns

18. Speaking and Listening Feedback : Read your lists out to a partner or the rest of the class. Explain why you have chosen particular nouns, say how you decided which are proper and which are common. What do all the Proper Nouns have in common?

19. Noun Detective Insert capital letters and underline the Proper Nouns in the following paragraph : as the train pulled out of waverley stationmichael opened his new book, great expectations by charles dickens. it was a gift from sarah, a going away present, something to keep him company on the long journey south to london.

20. Noun Detective Insert capital letters and underline the Proper Nouns in the following paragraph: As the train pulled out of WaverleyStationMichael opened his new book, Great Expectations by CharlesDickens. It was a gift from Sarah, a going away present, something to keep him company on the long journey south to London.

21. Spelling Singular to Plural Nouns

22. Singular to Plural Nouns Objectives: To learn key spelling rules when changing nouns from singular to plural.

23. Singular to Plural Nouns The easiest way to change singular to plural nouns is to add an ‘s’. For example, car becomes cars, hat becomes hats and computer becomes computers. However, there are exceptions: If the noun ends in s, sh, ch or x then you must add ‘es’ Change the following singular nouns into plural: Box ash hand church wasp bus

24. Words that end in -y If a word ends in y with a vowel before it, just add –s. If a word ends in y with a consonant before it, change the y to ies Can you change the following singular nouns into plurals? city butterfly monkey donkey lady day puppy toy pony Sunday

25. Words that end in -y If a word ends in y with a vowel before it, just add –s. If a word ends in y with a consonant before it, change the y to ies Can you change the following singular nouns into plurals? cities butterflies monkeys donkeys ladies days puppies toys ponies Sundays

26. Words ending in f or fe For words ending in –f or –fe often we just add –s But sometimes we change the –f and add –ves Words which end in –ff just add -s Change these words into plurals (you can use a dictionary if you wish) cliff wolf half knife life loaf shelf thief wife dwarf

27. Words ending in f or fe For words ending in –f or –fe often we just add –s But sometimes we change the –f and add –ves Words which end in –ff just add -s Change these words into plurals (you can use a dictionary if you wish) cliffs wolves halves knives lives loaves shelves thieves wives dwarves

28. Words ending in -o For words ending in a vowel plus –o add –s For most other words ending in –o add –es Turn the following words into plurals: • Tomato • Potato • Domino • Stereo • cuckoo • hero

29. Words ending in -o For words ending in a vowel plus –o add –s For most other words ending in –o add –es Turn the following words into plurals: • Tomatoes • Potatoes • Dominoes • Stereos • cuckoos • heroes

30. The following words are exceptions to the rules. The only thing you can do is learn them as they are. Exceptions • Radios • Volcanoes • Teeth • Mice • Pianos • Sheep • Children • Cacti

31. Key Skills Verbs

32. Verbs Objectives: • Reading: To learn how to recognise verbs • Writing: To learn how to use verbs effectively to improve our sentences

33. What Are Verbs? Verbs are words for an action – “a doing word”. The verb is the most important word in a sentence because without it that sentence would not make sense. E.G: Ben dashed home The verb ‘dashed’ tells the reader what the subject of the sentence (Ben) is doing.

34. Spot the Verb Underline, circle or highlight the verb in the following sentences: • Nat kissed his grandmother. • The flowers grew in the garden. • Daisy read her book. • Diane loves ice cream. • Joe scored a goal. • The cat caught the mouse.

35. Check Your Understanding How did you do? Give yourself one mark for each correctly identified verb then add up your score out of six. • Nat kissed his grandmother. • The flowers grew in the garden. • Daisy read her book. • Diane loves ice cream. • Joe scored a goal. • The cat caught the mouse.

36. Using Effective Verbs On the next slide you will be asked to place verbs 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 verbs: for example ‘walk’ may be replaced by ‘stagger’, ‘said’ could be substituted for ‘screeched’. • Use a verb that creates a specific image and a particular mood for the reader.

37. Using Effective Verbs Place verbs into the following sentences: • The sea _____ against the rocks. • Lucy _____ her toy out of the pram. • The gymnast ____ across the floor. • “Please, help me,” I _____. • The striker _____ the ball past the goal keeper.

38. Constructive Criticism Speaking and Listening Speaking: Read your sentences out to a partner or the rest of the class. Explain why you have chosen particular verbs, say how they improve the sentence. Listening: Listen to the sentences being read out. Has the reader improved the sentences by adding verbs? If you think they have say why. How could they improve it further? For whole class discussion choose another reader, for paired work swap roles.

39. Different Verbs Verbs can also be a state of being. Such verbs derive from the verb to be. There are many forms such as: am, are, is, was, were, will be, was being, and would have been. E.G: Dad will be home soon The verb in this sentence is ‘will be’.

40. Verb Detective Underline or highlight the verbs in the following paragraph: Michael tip-toed silently into the abandoned cottage. It was dark so he reached for the light switch. He flicked the switch. Nothing. He heard a noise in the distance. A howl? A shiver ran through his body like an electric current. He groped his way to the window and drew back the tatty curtains. It was there staring back at him.

41. Verb Detective Did you spot all the verbs? Michael tip-toed silently into the abandoned cottage. It was dark so he reached for the light switch. He flicked the switch. Nothing. He heard a noise in the distance. A howl? A shiver ran through his body like an electric current. He groped his way to the window and drewback the tatty curtains. It was there staringback at him.

42. Key Skills Adverbs

43. Adverbs Objectives: • Reading: To learn how to recognise adverbs • Writing: To learn how to use adverbs effectively to improve our sentences

44. What Are Adverbs? Adverbs are words that tell us more about a verb. Adverbs tell us how, when or where the action (verb) took place. E.G: The river flowed rapidly In this sentence the verb is ‘flowed’. The adverb, ‘rapidly’, tells us how the river flowed.

45. What Are Adverbs? Adverbs of time tell us when the action (verb) took place. E.G: The train arrived late In this sentence the verb is ‘arrived’. The adverb, ‘late’, tells us when the train arrived.

46. What Are Adverbs? Adverbs of place tell us where the action (verb) took place. E.G: My sister marched in front In this sentence the verb is ‘marched’. The adverb, ‘in front’, tells us where she marched.

47. Spot the Adverb Underline, circle or highlight the adverbs in the following sentences: • Jenny turned over in her sleep. • Artemis ran blindly along the corridor. • She screamed desperately for help. • The sun shone beautifully this morning. • We arrived yesterday but will be leaving soon.

48. Check Your Understanding How did you do? Give yourself one mark for each correctly identified adverb then add up your score out of six. • Jenny turned over in her sleep. • Artemis ran blindly along the corridor. • She screamed desperately for help. • The sun shone beautifully this morning. • We arrived yesterday but will be leaving soon.

49. Using Effective Adverbs On the next slide you will be asked to place adverbs 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 adverbs such as ‘loudly’, ‘fast’ or ‘scarily’. • Use an adverb that creates a specific image and a particular mood for the reader.

50. Using Effective Adverbs Place adverbs into the following sentences: • Mrs Clarke searched _____ for a stick of chalk. • Becky was writing _____ when the fire alarm rang. • They behaved _____ in a dangerous situation. • We should be arriving in Glasgow _____. • The surgeon fought _____ to save the man’s life.