3.5 Describing words: adjectives

4.2.6 proofreads and corrects final version;

4.2.7 submits final draft and reflects on assessment of the piece;

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.2 sentence level;

4.4.3 paragraph level;

LO 5

THINKING AND REASONING The learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.1 uses language to think and reason:

5.1.3 distinguishes between advantages and disadvantages of something and explains why;

5.3 processes information:

5.3.1 collects and categorises relevant ideas and explains the reasons underlying the categorisation;

5.3.3 organises information under different headings;

5.3.5 organises information into a paragraph, table, timeline, chart or other appropriate written or graphical representation;

5.3.6 evaluates and draws conclusions and can explain basis;

5.3.7 evaluates and draws conclusions and can explain basis;

5.4 uses language to think creatively:

5.4.4 experiments with visual and sound effects of language;

5.4.5 explores associations of words and concepts to get new angles on topics.

LO 6

LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.1 works with words:

6.1.3 records words in a personal dictionary;

6.1.4 uses phonics and spelling rules to spell words correctly;

6.2 works with sentences:

6.2.3 identifies and uses nouns, pronouns, prepositions, articles and conjunctions.

6.3 works with texts:

6.3.3 shifts from one tense to another consistently and appropriately;

6.6 uses meta-language (terms such as articles, conjunctions, topic sentence, audience, tense, personification).

Memorandum

Describing words

Nouns: tom-cat; eyes; tail; spine

Verbs; gazes; purrs; flicking; arching

The words describing the nouns are Adjectives. The words describing the verbs are Adverbs.

Answers to the task involving categorising words into hats

By placing the words in the ‘hats’, the learners are experiencing and categorising the words. This is a good activity and quite enjoyable. Friendly debates as to which word fits where and why are to be expected. Challenge the learners by making them add to the lists, or to begin a totally new list in the remaining hat !

Exercise 2:

So often the children only use the words ‘good’, ‘bad’ and ‘nice’ (even the word ‘ugly’) – mostly incorrectly, or in the wrong context. This exercise aims to encourage the learners to think of, and to use, other descriptive words. More than one answer could be correct.

Exercise 3:

Second paragraph is more interesting. The learners should be able to tell you that the paragraph is more interesting because there is more information. (It has been ‘coloured in”.)

Comparing Adjectives

How do I know when to use which form of the word.

• CLUE : When comparing two , add ier to the end of the word.

When comparing three or more add iest to the end of the word.

Exercise 1