Week 3

Year 5 – English - Instructions

This week in Year 5, we are learning how to write instructions. Instructions are
created to tell a user how to do a specific task and often use cohesive devices.
Cohesive devices are tools which help the text to fit together well and flow.
They help the reader to follow what the text is saying.

Adverbial phrases, conjunctions and pronouns are all examples of cohesive

devices. Adverbials can tell us how or when to do the verb and conjunctions
help our writing flow by joining together clauses or ideas. Pronouns replace a
noun so we don’t have to keep repeating the same words over and over.

In this week’s activities, you will read some instructions, complete some
reading practice and look at the features of instructions. You will also learn
about cohesive devices and by the end of the week, you will write your own
instructions.
Instructions
Instructions tell us how do to something.
There are many different types of instructions. Some examples include:

• recipes;
• directions;
• how to play a game;
• how to make or build something;
• how to repair something;
• or how to look after/care for something.

Can you think of any more examples?

 Conjunctions
Coordinating conjunctions join independent
clauses and sentences.

Subordinating conjunctions join main,

complete clauses to a subordinate clause.
for The clause that follows a subordinating
and conjunction is less important than the main
clause.
nor although, as, before, if, once, though,
but until, whether, since, because, even
or though, before, provided, after,
yet whenever, once, so that
so
Adverbs
Adverbs can give us more
information about verbs (an
action, doing or state word).They
can tell us how, when or where
the verb is being done.
Jessica shouted cheerfully.
Adverbial Phrases
We can also use phrases rather than
single adverbs to describe how the
verb is being done. These are called
adverbial phrases. Adverbial
phrases do not usually contain a
verb.
Zoe rode her bike with excitement.
Zoe rode her bike down the road.
After that, ride your bike.
How Can We Avoid Repetition? Use pronouns!

Repetition is when something that is said or written is used

over and over again, for example:

Gary ate supper when Gary got home. Gary enjoyed the food.

After its first use, instead of repeating 'Gary', we could replace further
uses with pronouns to avoid repetition, such as:

Gary ate his supper when he got home. He enjoyed the food.

noun pronoun pronoun alternate noun

We can also replace the noun 'supper' with another pronoun

which means the same thing (or simply use 'it').
 Week 3
Year 5 – Instructions

On the following page you will find a link to follow each day.

1. On each link, you will find a 15 minute teaching video - make sure that you
have a pen and paper ready in case you are asked to write anything down.
2. After watching the video, click Next to turn to the following page and bring
up an activity which you can complete online or print off.
3. Before finishing the work, test your knowledge by completing the quiz.
4. At the end of the week, come back to this PowerPoint and try the challenge
sheets, ‘Speedy SPAG’ at the end of this PowerPoint to see how much
you have remembered.

Spellings: Don’t forget to practise your spellings each day at the

end of each activity.
To do this, you could choose a spelling task from the spelling slides!
 Week 3
Year 5 – Instructions

Monday - Set of Instructions: Reading Comprehension - Language

https://classroom.thenational.academy/lessons/set-of-instructions-reading-comprehension-language

Tuesday - Set of Instructions: Reading Comprehension - Word Meaning

https://
classroom.thenational.academy/lessons/set-of-instructions-reading-comprehension-word-meaning

Wednesday – Set of Instructions: Identifying the features of a text

https://classroom.thenational.academy/lessons/set-of-instructions-identifying-the-features-of-a-text

Thursday - Set of Instructions: SPaG focus - Cohesive Devices

https://classroom.thenational.academy/lessons/set-of-instructions-spag-focus-cohesive-devices

Friday – Set of Instructions: Write a set of instructions

https://classroom.thenational.academy/lessons/set-of-instructions-write-a-set-of-instructions

SPAG Challenge sheets

To test what you have learnt, complete the ‘Speedy SPAG’ sheet and then mark your own work. Also, try
some of the other SPAG challenges which you can find at the end of this PowerPoint.
Spellings
Why not try
one of the
spelling tasks
on the next
pages to help
you learn your
spellings?
 Spelling activities
Definitions
Use a paper or online dictionary to find out the meaning of each of your spelling words – can you
write your own definition in your own words to explain what it means ?

Sentences
Write a sentence for each of your spellings.
Challenge: Can you include this week’s
SPAG focus in one of your sentences?
 Spelling activities
Look, say, cover, write, check
 Can you practise learning your spellings using look, say, cover, write, check?
 Look at the word.
 Say it aloud a few times.
 Cover it up with a piece of paper or your hand.
 Write the spelling next to the original word.
 Check your version to see if you got it right.
 Spelling activities
Mnemonics
Can you make up your own mnemonic to help you remember your most difficult spelling? A
mnemonic is a tool that helps you to remember something – they are great for tricky
spellings! Here’s a great video which explains how they work….

https://www.youtube.com/watch?v=AcUoW1ek5zU
 Spelling activities
Spelling Pyramid
Use this template (or create your own on paper) and order your spellings from easiest to
hardest. Write the easiest spelling at the top and the hardest at the bottom, you will need
to write each word several times to fill the entire line.
 Week 3 An adverbial phrase does the
Year 5 – Speedy SPAG same job as an adverb and is a
group of words that tells us
how, when or where the verb
will happen.

Next week Marlon Jerry and Caleb will be going to a party to celebrate there joint
birthday.

1. Add the missing punctuation.

2. Spot the spelling mistake.
3. Change the time adverbial for another.
4. Rewrite the sentence with the adverbial in a different place.
5. Identify the modal verb.
6. Change the whole sentence to the past tense.
A modal verb tells us how
likely or certain
something is to happen.
 Week 3
Year 5 – Speedy SPAG

Click onto the next page to see the

answers
 Week 3
Answers Year 5 – Speedy SPAG answers

Next week Marlon Jerry and Caleb will go to a party to celebrate there joint
birthday.

1. There are missing commas: Next week, Marlon, Jerry and Caleb…
2. It should be their not there as the birthday party belongs to them.
3. Various possibilities: Tomorrow, Next month, On Tuesday (with a capital letter to start your sentence)
4. Marlon, Jerry and Caleb will go to a party to celebrate their joint birthday next week.
Marlon, Jerry and Caleb will go to a party, next week, to celebrate their joint birthday .
5. will
6. Last week, Marlon, Jerry and Caleb went to a party to celebrate their joint birthday.
Replacing nouns with pronouns
Read the sentences below and replace certain nouns with pronouns to
avoid repetition.

The Queen wore a crown. The crown was very sparkly.

Sam was clever because Sam loved reading.

When the Collins arrived, the Collins realised that

the suitcase was not the Collins' suitcase. 

My sister and I love chocolate – my sister

and I wanted to eat the whole cake.

Is there more than one pronoun which could make sense?

Answers
Replacing Nouns
Did you add pronouns to avoid repetition?
Could more than one pronoun make sense in the sentence?

The Queen wore a crown. It was very sparky.

Sam was clever because he loved reading.

When the Collins arrived, the Collins realised

that the suitcase was not theirs.

My sister and I love chocolate –

we wanted to eat the whole cake. 
Answers
Answers
Answers
Can you add the
adverbial that best fits
each sentence?
Choose one from the
list below.

• Soon
• Last year
• Before being seen
by the public
• Now
• After a month

Can you write a

sentence to explain
what an adverbial is?
Answers