Activities for Curriculum Objective:

(KS2 > English (National Curriculum) > Reading > Non-fiction and non-literary texts) :- identify the use and effect of specialist vocabulary

Activities and worksheets available to support this curriculum aim:
Activities 230 - 240 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 | Next >>

Activity	This activity has been Played	Your score	Play now	Print Worksheet
Women leaving home wearing perfume You must know that it is forbidden for a woman to go outside with perfume on.	14 times	0 / 0 happy points	Women leaving home wearing perfume	Print Worksheet
Places of sin You must know not to enter any prohibited places.	11 times	0 / 0 happy points	Places of sin	Print Worksheet
Using silver utensils You must know not to use silver utensils.	6 times	0 / 0 happy points	Using silver utensils	Print Worksheet

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Women leaving home wearing perfume

You must know that it is forbidden for a woman to go outside with perfume on.

14 times

0 / 0
happy points

Women leaving home wearing perfume

Print Worksheet

Places of sin

You must know not to enter any prohibited places.

11 times

0 / 0
happy points

Places of sin

Print Worksheet

Using silver utensils

You must know not to use silver utensils.

6 times

0 / 0
happy points

Using silver utensils

Print Worksheet

You have played games relating to this curriculum aim a total of 31 times

Other curriculum objectives under the same subheading of English (National Curriculum) > Reading

Key Stage 1 Top

Breadth of Study

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stories and poems with familiar settings and those based on imaginary or fantasy worlds
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stories, plays and poems by significant children's authors
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retellings of traditional folk and fairy stories
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stories and poems from a range of cultures
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stories, plays and poems with patterned and predictable language
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stories and poems that are challenging in terms of length or vocabulary
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texts where the use of language benefits from being read aloud and reread.
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print and ICT-based information texts, including those with continuous text and relevant illustrations
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dictionaries, encyclopedias and other reference materials.

Language, Structure and variation

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To read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text [for example, beginnings and endings in stories, use of captions].

Literature

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identify and describe characters, events and settings in fiction
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use their knowledge of sequence and story language when they are retelling stories and predicting events
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express preferences, giving reasons
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learn, recite and act out stories and poems
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identify patterns of rhythm, rhyme and sounds in poems and their effects
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respond imaginatively in different ways to what they read [for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music].

Reading for Information

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use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information
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understand that texts about the same topic may contain different information or present similar information in different ways
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use reference materials for different purposes.

Reading Strategies

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hear, identify, segment and blend phonemes in words
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sound and name the letters of the alphabet
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identify syllables in words
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recognise that the same sounds may have different spellings and that the same spellings may relate to different sounds
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read on sight high-frequency words and other familiar words
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recognise words with common spelling patterns
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recognise specific parts of words, including prefixes, suffixes, inflectional endings, plurals
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link sound and letter patterns, exploring rhyme, alliteration and other sound patterns

Understanding Texts

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understand how word order affects meaning
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decipher new words, and confirm or check meaning
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work out the sense of a sentence by rereading or reading ahead
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focus on meaning derived from the text as a whole
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use their knowledge of book conventions, structure, sequence and presentational devices
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draw on their background knowledge and understanding of the content.

Key Stage 2 Top

Breadth of Study

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a range of good-quality modern poetry
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a range of modern fiction by significant children's authors
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long-established children's fiction
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classic poetry
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texts drawn from a variety of cultures and traditions
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myths, legends and traditional stories
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playscripts.
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diaries, autobiographies, biographies, letters
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print and ICT-based reference and information materials [for example, textbooks, reports, encyclopedias, handbooks, dictionaries, thesauruses, glossaries, CD-ROMs, internet]
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newspapers, magazines, articles, leaflets, brochures, advertisements.

Language, Structure and variation

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To read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level, using appropriate terminology [for example, how adjectives and adverbs contribute to overall effect, the use of varying sentence length and structure, connections between chapters or sections].

Literature

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identify how character and setting are created, and how plot, narrative structure and themes are developed
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recognise the choice, use and effect of figurative language, vocabulary and patterns of language
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identify different ways of constructing sentences and their effects
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recognise the differences between author, narrator and character
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evaluate ideas and themes that broaden perspectives and extend thinking
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consider poetic forms and their effects
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express preferences and support their views by reference to texts
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respond imaginatively, drawing on the whole text and other reading
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read stories, poems and plays aloud.

Non-fiction and non-literary texts

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identify the use and effect of specialist vocabulary
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identify words associated with reason, persuasion, argument, explanation, instruction and description
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recognise phrases and sentences that convey a formal, impersonal tone
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identify links between ideas and sentences in non-chronological writing
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understand the structural and organisational features of different types of text [for example, paragraphing, subheadings, links in hypertext]
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evaluate different formats, layouts and presentational devices [for example, tables, bullet points, icons]
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engage with challenging and demanding subject matter.

Reading for Information

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distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]
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scan texts to find information
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skim for gist and overall impression
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obtain specific information through detailed reading
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draw on different features of texts, including print, sound and image, to obtain meaning
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use organisational features and systems to find texts and information
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consider an argument critically.

Reading Strategies

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phonemic awareness and phonic knowledge
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word recognition and graphic knowledge
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knowledge of grammatical structures
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contextual understanding.

Understanding Texts

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use inference and deduction
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look for meaning beyond the literal
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make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing]
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use their knowledge of other texts they have read.