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Teach

• Introduce the example text – The Tunnel by Anthony Browne (see PDF1) – to pupils.• Highlight the use of the word ‘and’ to join words and clauses.• What do children think of the first sentence where ‘and’ is used three times? This is a matter of opinion.

It is likely that the author used it to make the story exciting and to make you read more quickly.

Practise

• Using the interactive programme, ask pupils to decide where to add ‘and’ and where to place a full stop and start a new sentence.

Apply

• Ask pupils to work with their partner to add ‘and’ and then think of their own additional words and phrases for the following sentences. One example has been provided for each sentence.

– Peter ran home and … fell asleep in bed. – The fox was clever and … tricked the Gingerbread Man. – Gail blew out the candle and … everyone cheered.

• To turn this into a game, prepare the sentences by writing the first and last parts of each sentence and the word ‘and’ onto separate pieces of paper. There should be three parts to each sentence. Have multiple copies of each. The children then need to find the corresponding part of their sentence and the word ‘and’.

At this stage, pupils should understand that letters carry meaning and they are able to represent spoken sounds (phonemes) through writing appropriate letters (graphemes). Pupils achieving their Early Learning Goal for writing should be able to write a simple sentence which can be read by themselves and others. Although some words may be incorrectly spelt, they will be phonetically plausible. For example, ‘I likt the ays creem.’ (I licked the ice cream.)

Review

• Ask pupils what they think a sentence is. How would they recognise a sentence? They would be looking for a capital letter at the start and a full stop or other punctuation at the end.

• The focus for this session is on how to use the joining word (conjunction) ‘and’ to create longer sentences. We can use ‘and’ to join words or groups of words together.

• It is important to remind pupils not to overuse the word ‘and’ within a sentence. They can do this by re-reading and checking their work.

• Using the interactive programme, ask pupils to create a simple sentence. Remind pupils that they will need to add a full stop at the end of the sentence.

• Model overuse of the word ‘and’ by building a sentence containing ‘and’ 3–4 times. Ask pupils to read the sentence with you. How does it sound? It makes sense but we don’t want to use ‘and’ in a sentence more than twice and, usually, only once.

• Take suggestions from pupils to edit the sentence into two or more sentences, and correctly add capital letters and full stops.

• Using the interactive programme, ask pupils to add words or groups of words to build a simple sentence. Ask pupils to re-read and check the sentence when they have finished, and ensure they have placed the full stop correctly.

Joining clauses and words using and

Answers for pupil sheet

Activity 1: and nda and dan and adn dna

and nad and dan adn and

Activity 2: a. The cat was cuddly and cute.

b. The line of cars grew longer and longer.

c. The children played on the beach and they built a sandcastle.

d. The car was green and it pulled a caravan.

Activity 3: The spider went to the gate and the boy sat down.

The chair looked cosy and spotty.

The sky turned dark and the sheep.

Farmer Pete went to feed the pigs and it spun a web.

The little dog was brown and thunder rumbled.

Activity 4: a. The kitten and puppy sat and ate dinner. and Then they curled up and slept.

b. The garden was full of daffodils and tulips. and The birds were feeding on nuts and seeds.

c. The party girl had a new dress and shoes. and Everyone came to play pass the parcel and sing.

The

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Capital letters for names and the pronoun ‘I’

Pupils should know how to form a simple sentence and that a sentence begins with a capital letter. This topic will cover other common instances of when capital letters are used.

Review

• Make sure pupils know how to write all their capital letters. Ask children to use individual whiteboards to write their capital letters.

• Draw pupils’ attention to the letters that look the same, but are simply larger – C, O, S, V, W, X, Z; those that are very similar – Ff, Ii, Jj, Kk, Ll, Mm, Pp, Uu, Yy; and those that look different – Aa, Bb, Dd, Ee, Gg, Hh, Nn, Qq, Rr, Tt.

• Using the interactive programme, ask pupils to look at the lowercase letters displayed. Then ask them to write a corresponding capital letter on their whiteboard. Tap on the letter to display the capital letter so children can self-check.

• Using the interactive programme, ask pupils to tell their partner what is wrong with each sentence – they don’t start with a capital letter. Put them right by tapping on the letter and replacing it with a capital. Ask children to air write the capital letter.

Teach

• Look at the class register of names. Both Christian names and surnames begin with capital letters. This shows that they are all proper nouns. They are all the names of people.

• Look at a globe or in an atlas. The names of the cities all begin with capital letters. • When we write ‘I’ in a sentence, ‘I’ on its own is always a capital letter.• Use the example text from Emily Brown and the Thing by Cressida Cowell and Neal Layton (see PDF2)

and highlight all the places where capital letters are needed, including names and ‘I’.

Pupil sheetThe joining word (conjunction) ‘and’ can be used to join an extra word or groups of words to a sentence. And should not be used too many times in a sentence as it can make writing less interesting to read.

Activity 1:Circle the words that say ‘and’. One has been done for you.

and nda and dan and adn dna

and nad and dan adn and

Activity 2:

Write ‘and’ in the space and read the sentence. The first one has been done for you.

a. The cat was cuddly and cute.

b. The line of cars grew longer longer.

c. The children played on the beach they built a sandcastle.

d. The car was green it pulled a caravan.

Activity 3:

Join the sentences to the extra word or groups of words. One has been done for you.

The spider went to the gate and the boy sat down.The chair looked cosy and spotty.The sky turned dark and the sheep.Farmer Pete went to feed the pigs and it spun a web.The little dog was brown and thunder rumbled.

Activity 4:

Too many ands! Cross out one of the ‘and’s in the sentence and add in a full stop and a capital letter to make two sentences. The first one has been done for you.

a. The kitten and puppy sat and ate dinner. and Then they curled up and slept.

b. The garden was full of daffodils and tulips and the birds were feeding on nuts

and seeds.

c. The party girl had a new dress and shoes and everyone came to play pass the

parcel and sing.

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Pupil sheet

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Capital letters are needed in the following places:• To start a sentence• For names of people and places• For ‘I’

Activity 1:

Correct the group lists for Space Class’ school trip by changing the lowercase letters to capital letters. The first two have been done for you on list 1. Don’t forget the group names!

List 1 List 2 List 3Saturn group mars group venus groupEllie donna sarahmohammed connor claraaxel fatimah alexnathan morgan christopherbella david john

Activity 2:

Tick or cross each capital letter in the sentence. The first one has been done for you.

My cousin AnNie and I are having A Party at Monkey MazE next SaturdAy

✓

Activity 3:

Re-write the sentences and put the capital letters in the correct places. The first one has been done for you.

a. jamie has been to flamingoland.

Jamie has been to Flamingoland

b. charlie and his grandad went to brighton on sunday.

c. lottie’s train stopped at leeds and york before it got to edinburgh.

Practise

• Using the interactive programme, change the incorrect lowercase letters to capitals. • Draw pupils’ attention to:

– The first letter in a sentence. – Names of people and places. – ‘I’ including in ‘I’m’ or ‘I’ve’

Apply

• Tell pupils you are going to play a noun game. If the word begins with a capital letter, they should stand up and put their hands on their hips. If the word does not have a capital letter, they should wag their finger and shake their head.

• Read out the nouns. You could personalise some names to include some of the children in your class. Pupils could record the nouns into two lists. You could have cards for them to sort into two piles.

– butterfly – no – Peter – yes – Nadeem – yes – boat – no – Paris – yes

– seaside – no – baby – no – teddy – no – Bobby – yes – Sadie – yes

Answers for pupil sheet

Activity 1: Saturn group Mars group Venus group

Ellie Donna Sarah

Mohammed Connor Clara

Axel Fatimah Alex

Nathan Morgan Christopher

Bella David John

Activity 2: My cousin AnNie and I are having A Party at Monkey MazE next SaturdAy ✓ ✓ ✗ ✓ ✗ ✗ ✓ ✓ ✗ ✓ ✗

Activity 3: a. Jamie has been to Flamingoland.

b. Charlie and his grandad went to Brighton on Monday.

c. Lottie’s train stopped at Leeds and York before it got to Edinburgh.