| Objective | Worksheet | Tutorial |
|---|---|---|
| Identifying verbs | Worksheet 1 | Watch |
| Identifying common nouns | Worksheet 1 Worksheet 2 | Watch |
| Regular plural noun suffixes —s or —es e.g dog, dogs, wish, wishes | Worksheet 1 | Watch |
| Capital letters for names of people, places, days of the week and for the personal pronoun I | Worksheet 1 | Watch |
| Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences | Worksheet 1 | Watch |
| Separation of words with spaces | Worksheet 1 | Watch |
| Sequencing sentences to form short narratives | Worksheet 1 | Watch |
| Joining words and clauses using ‘and’ | Worksheet 1 | Watch |
| How words can combine to make sentences | Worksheet 1 | Watch |
| How the prefix un— changes the meaning of verbs and adjectives into a negative e.g unkind, undoing, untie the boat | Worksheet 1 | Watch |
| Suffixes that can be added to verbs where no changes are needed to root word e.g helping, helped, helper | Worksheet 1 | Watch |
| Objective | Worksheet | Tutorial |
|---|---|---|
| Apostrophes to mark singular possession in nouns e.g. the girl’s name | Worksheet 1 | Watch |
| The suffix —ly to turn adjectives into adverbs | Worksheet 1 | Watch |
| Formation of nouns by compounding e.g whiteboard, superman | Worksheet 1 | Watch |
| Apostrophes to mark where letters are missing in spelling | Worksheet 1 | Watch |
| Commas to separate items in a list | Worksheet 1 | Watch |
| Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences | Worksheet 1 | Watch |
| Use of the progressive form of verbs in the present and past tense to mark actions in progress e.g. she is drumming, he was shouting | Worksheet 1 | Watch |
| Use of the progressive form of verbs in the present and past tense to mark actions in progress e.g. she is drumming, he was shouting | Worksheet 1 | Watch |
| Correct choice and consistent use of present tense and past tense throughout writing | Worksheet 1 | Watch |
| How grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command | Worksheet 1 | Watch |
| Expanded noun phrases for description and specification e.g. the blue butterfly, plain flour, the man in the moon | Worksheet 1 | Watch |
| Subordination (using when, if, that, or because) and co-ordination (using or, and, or but) | Worksheet 1 | Watch |
| Subordination (using when, if, that, or because) and co-ordination (using or, and, or but) | Worksheet 1 | Watch |
| Formation of nouns using suffixes such as —ness and —er | Worksheet 1 Worksheet 2 | Watch |
| Formation of adjectives using suffixes such as —ful —less | Worksheet 1 Worksheet 2 | Watch |
| Use of the suffixes —er and —est in adjectives | Worksheet 1 | Watch |
| Objective | Worksheet | Tutorial |
|---|---|---|
| Expressing time, place and cause using prepositions e.g. before, after, during, in, because of | Worksheet 1 | Watch |
| Expressing time, place and cause using adverbs e.g. then, next, soon, therefore | Worksheet 1 | Watch |
| Introduction to inverted commas to punctuate direct speech | Worksheet 1 | Watch |
| Use of the present perfect form of verbs instead of the simple past e.g. He has gone out to play contrasted with He went out to play. | Worksheet 1 | Watch |
| Headings and sub-headings to aid presentation | Worksheet 1 | Watch |
| Introduction to paragraphs as a way to group related material | Worksheet 1 | Watch |
| Expressing time, place and cause using conjunctions e.g. when, before, after, while, so, because | Worksheet 1 | Watch |
| Formation of nouns using a range of prefixes, such as super—, anti— | Worksheet 1 | Watch |
| Word families based on common words, showing how words are related in form and meaning e.g. solve, solution, solver, dissolve, insoluble | Worksheet 1 | Watch |
| Use of the form a or an according to whether the next word begins with a consonant or a vowel e.g. a rock, an open box | Worksheet 1 | Watch |
| Objective | Worksheet | Tutorial |
|---|---|---|
| To identify and use determiners | Worksheet 1 | Watch |
| Use of commas after fronted adverbials e.g. Later that day, I heard the bad news. | Worksheet 1 | Watch |
| Apostrophes to mark plural possession e.g. the girl’s name, the girls’ names | Worksheet 1 | Watch |
| Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!” | Worksheet 1 | Watch |
| Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition | Worksheet 1 | Watch |
| Use of paragraphs to organise ideas around a theme | Worksheet 1 | Watch |
| Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases e.g. the teacher expanded to: the strict maths teacher with curly hair | Worksheet 1 | Watch |
| Fronted adverbials e.g. Later that day, I heard the bad news | Worksheet 1 | Watch |
| Standard English forms for verb inflections instead of local spoken forms e.g. we were instead of we was, or I did instead of I done | Worksheet 1 | Watch |
| The grammatical difference between plural and possessive -s | Worksheet 1 | Watch |
| Objective | Worksheet | Tutorial |
|---|---|---|
| Use of commas to clarify meaning or avoid ambiguity | Worksheet 1 | Watch |
| Brackets, dashes or commas to indicate parenthesis | Worksheet 1 | Watch |
| Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly) or tense choices e.g. he had seen her before | Worksheet 1 | Watch |
| Devices to build cohesion within a paragraph e.g. then, after that, this, firstly | Worksheet 1 | Watch |
| Indicating degrees of possibility using adverbs [e.g. perhaps, surely] or modal verbs [e.g. might, should, will, must] | Worksheet 1 | Watch |
| Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun | Worksheet 1 | Watch |
| Verb prefixes e.g. dis—, de—, mis—, over— and re— | Worksheet 1 | Watch |
| Converting nouns or adjectives into verbs using suffixes e.g. —ate; —ise; —ify | Worksheet 1 | Watch |
| Objective | Worksheet | Tutorial |
|---|---|---|
| The difference between structures typical of informal speech and structures appropriate for formal speech and writing e.g. the use of question tags: He’s your friend, isn’t he? | Worksheet 1 | Watch |
| Identifying subjects and objects | Worksheet 1 | Watch |
| How hyphens can be used to avoid ambiguity e.g. man eating shark versus man-eating shark, or recover versus re-cover | Worksheet 1 | Watch |
| Punctuation of bullet points to list information | Worksheet 1 | Watch |
| Use of the semi-colon, colon and dash to mark the boundary between independent clauses e.g. It’s raining; I’m fed up | Worksheet 1 | Watch |
| Use of the passive voice to affect the presentation of information in a sentence e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken (by me) | Worksheet 1 | Watch |
| The difference between structures typical of informal speech and structures appropriate for formal speech and writing e.g the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech | Worksheet 1 | Watch |
| How words are related by meaning as synonyms and antonyms e.g. big, large, little | Worksheet 1 | Watch |
| The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing e.g. find out – discover; ask for – request; go in – enter | Worksheet 1 | Watch |
| Layout devices, such as headings, subheadings, columns, bullets, or tables, to structure text | Worksheet 1 | Watch |
| Using expanded noun phrases to convey complicated information concisely e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day | Worksheet 1 | Watch |