shine-gps-y5-grammar-nf

Grammar, Saltwater Crocodiles
Saltwater Crocodiles
By Dee Reid
Saltwater crocodiles are the largest crocodiles on Earth. They can grow to over six
metres long and weigh up to 1,000 kg.
Retrieval
A crocodile’s eyes, ears and nostrils are on top of its head. This allows it to keep
almost its entire body under water while it stalks its prey. It lies in wait until a
zebra, wildebeest, deer or human comes to the water’s edge. Then, with lightning
speed, the crocodile launches itself out of the water on its strong, short legs. The
huge jaws and long, sharp teeth clamp down on the prey and drag it back under
the water. Often the crocodile performs a ‘death roll’. That is, having snatched its
prey, it twirls over and over. This spinning motion confuses the prey and stops it
from struggling. Then, the crocodile eats its prey by biting off large chunks of meat
and swallowing them whole.
Many people believe crocodiles are the scariest

animals on Earth but, in reality, crocodile attacks
on humans are rare and the person attacked may
not die. In 2018, there was only one attack and it
was not fatal. Nevertheless, it’s sensible to be
‘crocwise’ and stay safe in areas where saltwater
crocodiles can be found.
1. Underline the relative clause in the sentence below.
Zebras that come to drink at the river might be attacked by a crocodile.
The crocodile, whose attack is lightning quick, is feared by many creatures.
3. Underline the relative pronoun in the sentence below.
The saltwater crocodile, which is found in Australia, is the largest crocodile

on Earth.
Australians, who are most at risk of crocodile attack, are often very crocwise.
Rising Stars 2021 © Hodder & Stoughton Limited. You may photocopy this page. 1
Photo credits: ©jordieasy/AdobeStock
5. Write a relative pronoun to complete the sentence below.
The photographer, _____________________________ was hiding in the bushes, hoped

to film the crocodiles.
Retrieval
6. Tick the sentence that is written in Standard English.
Tick (P) one.
£ Them crocodiles are the scariest animals.

£ A zebra hasn’t got no chance against a crocodile.
£ Crocodiles have the strongest jaws of any animal.
£ They was stalking their prey.
Tick (P) one.
£ The deer could of escaped if it had run faster.

£ The crocodiles done a lot of damage to the riverbank.
£ Crocodiles swallow large chunks of their prey whole.
£ Last year, a crocodile come to the water’s edge.
8. Underline the subordinating conjunction in the sentence below.
The crocodile bites its prey before dragging it under the water.
After seeing a crocodile in the water, the friends decided not to swim.
10. Complete the sentence with an appropriate subordinating conjunction.
The visitors went swimming _____________________________ they had been warned

about crocodiles.
Modelled Responses
Year 5 (Autumn), Grammar, Saltwater Crocodiles
Session 1: Modelled Responses

The questions in this session teach, practise and apply the following grammatical skills:
• Relative clauses (G3.1a)
• Relative pronouns (G1.5b)
• Standard English (G7.1)
• Subordinating conjunctions (G3.4)
Before the session:

• Read the ‘Prepare, Do, Review’ document for this intervention and follow the guidance.
• Ensure access to the online modelling responses software if required (see Shine GPS
Introduction for more details).
• Print out and photocopy any paper copies of the texts and questions for the pupils.
Read the text:

Share the text extract with the group. Explain that saltwater crocodiles are found in India,
South-east Asia and Australia. They do not live in the sea, but in rivers near the coast.
Although many people are scared of crocodiles, attacks on humans are very rare and many
more people die from mosquito bites than from crocodile attacks.
Modelled Responses
Answer the questions

If using the online modelling responses software, remember to copy and paste textual evidence for
your answer.
Steps Check pupils’ understanding
1 Underline the relative clause in the sentence below. Retrieval
(G3.1a) Zebras that come to drink at the river might be attacked by a crocodile.
Zebras that come to drink at the river might be attacked by a crocodile.
Answer
marks
(1 mark)
and
Explain to the group that a relative clause Check pupils know:

is a type of subordinate clause. It gives • the definition of a main clause
extra information about a noun. It is not • the definition of a subordinate
the most important information in a clause
sentence – that is the main clause. • the definition of a relative clause
(a subordinate clause that gives
Remind pupils that a clause is a part of a more information about the
sentence which has a subject and a verb.
subject of the sentence. It has
Relative clauses add information to a
a verb.).
sentence, but they do not make sense on
their own. For example, in the sentence: Pupils understand that relative
The group, who were trying their best, pronouns introduce relative clauses.
soon understood about relative clauses.
Ask pupils what the main information is in Pupils can give examples of relative
that sentence (The group soon understood pronouns.
about relative clauses). That is the main
clause. The rest of the sentence (who were
Model
trying their best) is a relative clause. It is

giving us more information about the
subject – the group. It has a subject (the
group) and a verb (were trying) but it does
not make sense on its own.
Relative pronouns introduce relative

clauses. The main relative pronouns are:
who, whose, where, when, which, that.
Ask pupils to read the question and discuss

with a partner which is the main clause
(Zebras might be attacked by a crocodile).
The rest of the sentence is a relative clause
(telling us more about the zebra) and it is
introduced by a relative pronoun (that).
Ask pupils to underline the relative clause.
Modelled Responses
2 Underline the relative clause in the sentence below.

(G3.1a) The crocodile, whose attack is lightning quick, is feared by many creatures.
The crocodile, whose attack is lightning quick, is feared by many creatures.
Answer
marks
(1 mark)
and
Retrieval
Ask pupils what a relative clause is (a type Check pupils know:
of subordinate clause). What is its function • the definition of a main clause
in a sentence? (To give extra information • the definition of a subordinate
about a noun.) clause
• the definition of a relative clause
Ask pupils how they can tell the difference (a subordinate clause that gives
between a main clause and a relative more information about the
clause (a main clause makes sense on its
subject of the sentence. It has
own).
a verb.).
Ask pupils what the main information is in
Support
Pupils understand that relative

the question (the crocodile is feared by pronouns introduce relative clauses.
many creatures).
Ask pupils to work with a partner to

identify the relative clause (whose attack is
lightning quick). Ask pupils if it makes
sense on its own.
Ask pupils to identify the relative pronoun

that introduces the relative clause (whose).

3 Underline the relative pronoun in the sentence below.
(G1.5b) The saltwater crocodile, which is found in Australia, is the largest crocodile on Earth.
The saltwater crocodile, which is found in Australia, is the largest crocodile on Earth.
Answer
marks
(1 mark)
and
Remind pupils that pronouns take the Check pupils understand how subject
place of nouns in sentences to avoid pronouns are used.
repeating the noun. For example, in the
sentence: Sami went to the park and Sami Pupils can give a definition of a relative
played football, we do not repeat the noun pronoun.
Support
a second time but instead say: Sami went

to the park and he played football. ‘He’ is Pupils should know that a relative
the pronoun taking the place of Sami. pronoun points back to something or
someone that has already been
Tell pupils that the subject pronouns are: mentioned in the sentence.
I, you, he, she, it, we, they.
Modelled Responses
Explain to the group that relative pronouns Check pupils can give examples of
are used to introduce extra information typical relative pronouns.
about something or someone that’s
already been mentioned in a sentence. For
example: Sami, who was good at football,
often went to the park to play. ‘who’ is a Retrieval
relative pronoun. It refers back to Sami.
Who is used to refer back to a person. That

is used to refer back to things.
Remind pupils that relative pronouns

introduce relative clauses.
Read the sentence with the pupils. Remind

them that they are looking for a relative
pronoun that introduces a relative clause
and which refers back to something
already mentioned in the sentence.

identify the relative pronoun. Then ask
each pupil to underline it.
(G1.5b) Australians, who are most at risk of crocodile attack, are often very crocwise.
Australians, who are most at risk of crocodile attack, are often very crocwise.
Answer
marks
(1 mark)
and
Ask pupils what relative pronouns do in a Check pupils understand how subject
sentence (give more information about pronouns are used.
something or someone that’s already been
mentioned in a sentence). Pupils can give a definition of a relative
pronoun.
Remind them that relative pronouns
introduce relative clauses. Pupils should know that a relative
pronoun points back to something or
Support
Read the sentence with the pupils. Ask them someone that has already been
to identify the main clause (remind them mentioned in the sentence.
that they are looking for a relative pronoun
that introduces a relative clause and which Check pupils can give examples of
refers back to something/someone already typical relative pronouns.
mentioned in the sentence).

identify the relative pronoun. Then ask
each pupil to underline it.
Modelled Responses
5 Write a relative pronoun to complete the sentence below.

(G1.5b) The photographer, __________ was hiding in the bushes, hoped to film the crocodiles.
The photographer, who was hiding in the bushes, hoped to film the crocodiles.
Answer
marks
(1 mark)
and
Retrieval
Ask pupils what relative pronouns do in a Check pupils understand how subject
sentence. pronouns are used.
Ask them how relative pronouns link to Pupils can give a definition of a relative
relative clauses. pronoun.
Support
Ask pupils to read the sentence. Ask them Pupils should know that a relative
what they should do first (identify the main pronoun points back to something or
clause). someone that has already been
mentioned in the sentence.
Ask pupils to recall relative pronouns and
decide which would fit in the gap in the Check pupils can give examples of
sentence. typical relative pronouns.
6 Tick the sentence that is written in Standard English.
(G7.1) Tick (P) one.
P Crocodiles have the strongest jaws of any animal.
Answer
marks
(1 mark)
and
Ask pupils to explain what they think Check pupils understand that Standard
Standard English is (formal English, used English is the English we use for writing
in writing. It uses correct forms of and for formal spoken English.
grammar that are not always used in
spoken English). Pupils know that in Standard English the
object personal pronoun (them) cannot
Ask pupils to read the first sentence in be used in the place for a demonstrative
the question and discuss with a partner if pronoun (those).
Support
they think it is written in Standard

English. Ask pupils what the function of They know that Standard English does
the word ‘them’ is in the question not include double negatives.
(pointing out which animals are the
scariest). It needs to be a demonstrative They know that Standard English has
pronoun such as ‘that’ or ‘those’ to point agreement between pronouns and verbs.
out something mentioned in the If the pronoun is plural (they), then the
sentence. So, in Standard English we say verb must be plural (were).
‘this crocodile’ or ‘that crocodile’
Modelled Responses
(singular); ‘these crocodiles’ or ‘those

crocodiles’ (plural).
Remind pupils that ‘them’ is the object

personal pronoun e.g. He gave the book
to them. In Standard English it is not used Retrieval
to point out something mentioned in the
sentence.
Ask pupils to read the second sentence

and discuss with a partner whether they
think it is written in Standard English.
Explain that in Standard English we do

not have two negatives in a sentence as
they cancel each other out. There is a
negative in the contraction (hasn’t) and a
negative in ‘no’, so if we say ‘the zebra
hasn’t got no chance’ it’s the same as
saying ‘the zebra has got a chance’.
Ask pupils to read the final sentence. Ask

them what they know about agreement
between pronoun and verb (if the
pronoun is plural, then the verb must be
plural). Ask pupils if ‘they’ is a plural
pronoun or a singular pronoun (plural).
Ask if ‘was’ is a plural verb or a singular
verb (singular). So, there is no
agreement. In Standard English, if we use
‘they’, we must use ‘were’.
Ask pupils to select the correct box

to tick.
£ The deer could of escaped if it had run faster.
£ The crocodiles done a lot of damage to the riverbank.
£ Crocodiles swallow large chunks of their prey whole.
£ Last year, a crocodile come to the water’s edge.
ü Crocodiles swallow large chunks of their prey whole.
Answer
marks
(1 mark)
and
Modelled Responses
Remind pupils about when we use Check pupils understand that ‘could of’ is
Standard English. Ask pairs of pupils to never used in written English. It is a
read the first sentence. Can they see an mishearing of the contraction ‘could’ve’.
example of non-Standard English?
Pupils know that the verb ‘done’ can only
Explain that ‘could of’ is a mishearing of be used with a form of the auxiliary verb Retrieval
‘could’ve’ which is the contraction of ‘to have’. In the present perfect tense, it
‘could have’. It should never be written as is ‘has done’. In the past perfect tense, it
‘could of’. is ‘had done’ – ‘done’ cannot be used on
its own.
Ask pairs of pupils to read the second
sentence and discuss if it is written in Pupils understand that the correct tense
Standard English. of a verb must be used. If action is
described in the past, the verb must be
Explain that in Standard English the verb the past tense.
‘done’ is only used in conjunction with
Support
the auxiliary verb ‘has’ (singular except

for the pronoun I) or ‘have’ (plural). So, in
Standard English it would be: The
crocodiles have done a lot of damage to
the riverbank.
Ask pairs of pupils to read the final

sentence and discuss if it is written in
Standard English. Remind pupils that the
words ‘last year’ tell us that something
happened some time ago but the verb in
the sentence is ‘come’ which is in the
present tense. In Standard English, this
verb needs to be in the past tense ‘came’
to match the fact that the event
happened in the past.
Ask pupils to tick the correct box.

8 Underline the subordinating conjunction in the sentence below.
(G3.4) The crocodile bites its prey before dragging it under the water.
Answer
marks
(1 mark)
and
Explain to pupils that subordinating Check pupils know the terminology:

conjunctions join subordinate clauses to subordinate conjunction and main clause.
Support
the main clause in a sentence.

Pupils know that the subordinate clause
The main clause is the most important gives extra information in a sentence, but
information in a sentence. It has a subject it does not make sense on its own.
Modelled Responses
and a verb. The main clause in this Pupils know a subordinate clause has
question is: The crocodile bites its prey. a verb.
The subordinate clause gives extra Pupils know that a subordinate clause is
information in a sentence, but it does not introduced by a subordinating
make sense on its own. Ask pupils to read conjunction. Retrieval
before dragging it under the water. This
does not make sense without the main Pupils can give some examples of
clause. commonly used subordinating
conjunctions.
Ask pupils which word connects the main
clause to the subordinate clause (before).
Examples of subordinating conjunctions

are: because, until, while, before,
however.
Ask pupils to underline the subordinating

conjunction.
(G3.4) After seeing a crocodile in the water, the friends decided not to swim.
After seeing a crocodile in the water, the friends decided not to swim.
Answer
marks
(1 mark)
and
Ask pupils what a subordinating Check pupils know the terminology:

conjunction is: subordinate conjunction and main clause.
• it joins a subordinate clause to the
main clause in a sentence Pupils know that the subordinate clause
• it adds extra information to a gives extra information in a sentence, but
sentence, but it does not make it does not make sense on its own.
sense on its own
Pupils know a subordinate clause has
• it has a verb.
a verb.
Remind pupils that in some sentences the
Support
subordinate clause comes before the Pupils know that a subordinate clause
main clause. may come at the start of a sentence.
Ask pupils what is the main clause in the

sentence (the friends decided not to
swim).
Ask pupils which word connects the main

clause to the subordinate clause (after).
Ask pupils to underline the subordinating

conjunction.
Modelled Responses
10 Complete the sentence with an appropriate subordinating conjunction.

(G3.4) The visitors went swimming __________ they had been warned about the crocodiles.
The visitors went swimming although they had been warned about the crocodiles.
Answer
marks
(1 mark: Possible alternative acceptable answer is before)

and
Retrieval
Ask pupils to think what they know about Check pupils know the terminology
subordinating conjunctions. subordinating conjunction, main clause
and subordinate clause.
Ask pairs of pupils to read the sentence
and work out what word could link the Pupils know that the subordinate clause
main clause (The visitors went swimming) gives extra information in a sentence, but
to the subordinate clause (they had been it does not make sense on its own.
Support
warned about the crocodiles).
Suggest some subordinating conjunctions

and discuss if they would fit: after, until,
while, because, however, although.
Agree which conjunction best fits and

discuss the spelling of the word
‘although’.
Modelled Responses
By Dee Reid
Saltwater crocodiles are the largest crocodiles on Earth. They can grow to over six
metres long and weigh up to 1,000 kg.
Retrieval
A crocodile’s eyes, ears and nostrils are on top of its head. This allows it to keep
almost its entire body under water while it stalks its prey. It lies in wait until a
zebra, wildebeest, deer or human comes to the water’s edge. Then, with lightning
speed, the crocodile launches itself out of the water on its strong, short legs. The
huge jaws and long, sharp teeth clamp down on the prey and drag it back under
the water. Often the crocodile performs a ‘death roll’. That is, having snatched its
prey, it twirls over and over. This spinning motion confuses the prey and stops it
from struggling. Then, the crocodile eats its prey by biting off large chunks of meat
and swallowing them whole.
Many people believe crocodiles are the scariest

animals on Earth but, in reality, crocodile attacks
on humans are rare and the person attacked may
not die. In 2018, there was only one attack and it
was not fatal. Nevertheless, it’s sensible to be
‘crocwise’ and stay safe in areas where saltwater
crocodiles can be found.
The saltwater crocodile, whose eyes and ears are on top of its head, is a
deadly killer.
The twirling over and over that is called a death roll is how the crocodile kills
its prey.
Zebras, which are the crocodile’s main food, are at risk at the water’s edge.
Wildlife experts, who study the feeding habits of crocodiles, have to be very
crocwise.
Photo credits: ©jordieasy/AdobeStock
5. Write a relative pronoun to complete the sentence below.
An attack by a saltwater crocodile _____________________________ can be seen on

YouTube is a terrifying sight.
Retrieval
Tick (P) one.
£ They was filming a crocodile when it attacked.

£ Crocodiles haven’t got no real enemies in the wild.
£ Them crocodiles are very skilled hunters.
£ Crocodiles may not feed for weeks after killing a prey.
Tick (P) one.
£ The crocodile could of killed the zebra if the zebra hadn’t run away.
£ They done a good job making a safe place for people to swim.
£ The crocodile stays mostly hidden under water.
£ In the past, more crocodiles come close to where people live.
Deer are nervous near the water because they know crocodiles may be there.
10. Complete the sentence with an appropriate subordinating conjunction.
_____________________________ the crocodile grabbed the zebra, it dragged it back

under the water.
Supported Independent Practice
Session 2: Supported Independent Responses

The questions in this session teach, practise and apply the following grammatical skills:
• Relative clauses (G3.1a)
• Relative pronouns (G1.5b)
• Standard English (G7.1)
• Subordinating conjunctions (G3.4)
Before the session:

• Read the ‘Prepare, Do, Review’ document for this intervention and follow the guidance.
• Print out and photocopy any paper copies of the texts and questions for the pupils.
Read the text:

Share the text extract with the group. Ask the group if they can remember what saltwater
crocodiles eat. What makes them such good hunters? Do they think they are the scariest
animals on the earth?
Answer the questions

Support pupils to answer the questions as independently as possible. Review answers together and
discuss strategies used.
Steps Check pupils’ understanding
(G3.1a) The saltwater crocodile, whose eyes and ears are on top of its head, is a deadly killer.
The saltwater crocodile, whose eyes and ears are on top of its head, is a deadly killer.
Answer
marks
(1 mark)
and
Ask the group what a relative clause is (a Check pupils know the definition of a
type of subordinate clause which gives main clause, a subordinate clause and a
extra information about a noun but which relative clause (a subordinate clause
does not make sense on its own). gives more information about the
subject of the sentence. It has a verb).
Ask the group what a relative pronoun is (a
word that links a relative clause to the rest Pupils know that relative pronouns
Support
of the sentence). introduce relative clauses.
Ask pupils to read the question and

identify the main clause. Explain that the
rest of the sentence is a relative clause
introduced by a relative pronoun.

(G3.1a) The twirling over and over that is called a death roll is how the crocodile kills its prey.
The twirling over and over that is called a death roll is how the crocodile kills its prey.
Answer
marks
(1 mark)
and
Ask pupils to think what they know about Check pupils know the definition of a
relative clauses. How can they tell the main clause, a subordinate clause and a
difference between a main clause and a relative clause (a subordinate clause
relative clause? gives more information about the
Practise
subject of the sentence. It has a verb).

Ask pupils to identify the main clause.
What should they look out for before the Pupils know that relative pronouns
relative clause? (A relative pronoun) introduce relative clauses.

(G1.5b) Zebras, which are the crocodile’s main food, are at risk at the water’s edge.
Zebras, which are the crocodile’s main food, are at risk at the water’s edge.
Answer
marks
(1 mark)
and
Ask the group to think about the purpose Pupils know the definition of a relative
of a relative pronoun (to introduce extra pronoun.
information in a relative clause about
something or someone that’s already been Check pupils know that a relative
mentioned in a sentence). pronoun points back to something or
Practise
someone that has already been

Ask pupils to read the sentence and think mentioned in the sentence. It
about what the question is asking them introduces a relative clause.
to do.
Ask pupils to underline the relative

pronoun.
(G1.5b) Wildlife experts, who study the feeding habits of crocodiles, have to be very crocwise.
Wildlife experts, who study the feeding habits of crocodiles, have to be very crocwise.
Answer
marks
(1 mark)
and
Ask pupils to think about what relative Pupils know the definition of a relative
pronouns do in a sentence. pronoun.
Ask pupils to read the sentence. Check pupils know that a relative
pronoun introduces a relative clause. It
Ask them what strategy they will use to points back to something or someone
Practise
answer the question. (Identify the main that has already been mentioned in the
clause – the most important information in sentence.
the sentence; identify the relative clause;
look for a relative pronoun introducing the
relative clause.)
Ask each pupil to underline the relative

pronoun.
5 Write a relative pronoun to complete the sentence below.
(G1.5b) An attack by a saltwater crocodile __________ can be seen on YouTube, is a
terrifying sight.
An attack by a saltwater crocodile which/that can be seen on YouTube is a
Answer
marks
terrifying sight.
and
(1 mark)
Ask pupils to think what they know about Pupils know the definition of a relative
relative pronouns. pronoun.
Ask pupils what strategy they will use to Pupils know that a relative pronoun
Practise
answer the question. points back to something or someone

that has already been mentioned in the
Ask pupils to recall relative pronouns and sentence.
decide which would fit in the gap in the
sentence.
P Crocodiles have the strongest jaws of any animal.
Answer
marks
(1 mark)
and
Ask pupils to read each sentence in turn Check pupils understand that Standard
and then decide if it is written in English is the English we use for writing
Standard English. and for formal spoken English.
Ask them to think about what they know Pupils know that in Standard English the
about: object personal pronoun (them) cannot
• object pronouns and pronouns be used in the place of a demonstrative
Practise
that point things out pronoun (those).

• double negatives in sentences
• agreement between subject Pupils know that Standard English does
and verb. not include double negatives.
Ask pupils to select the correct box Pupils know that Standard English has
to tick. agreement between pronouns and verbs.
If the pronoun is plural (they) the verb
must be plural (were).
£ The crocodile could of killed the zebra if the zebra hadn’t run away.
£ They done a good job making a safe place for people to swim.
£ The crocodile stays mostly hidden under water.
£ In the past, more crocodiles come close to where people live.
ü The crocodile stays mostly hidden under water.
Answer
marks
(1 mark)
and
Ask pupils to think about what they know Pupils understand that Standard English
about Standard English. For example: is the English we use for writing and for
• to be careful when forming formal spoken English.
contractions
• to think about different verb Pupils know that in Standard English the
tenses contraction ‘could have’ is ‘could’ve’.
Practise
• to check that the tense of verbs in

Pupils know that in Standard English
consistent in a sentence.
‘done’ is only used with the auxiliary verb
Ask pupils to tick the box where the ‘has/have’.
sentence is written in Standard English.
Pupils know that in Standard English
tenses must be consistent in sentences
when the verbs are describing the same
action.
(G3.4) The crocodile bites its prey before dragging it under the water.
Answer
marks
(1 mark)
and
Ask pupils to think what they know about Check pupils know the terminology
subordinating conjunctions (they subordinating conjunction and main
introduce a subordinate clause which clause.
gives extra information in a sentence, but
it does not make sense on its own). Pupils know that the subordinating
Support
conjunction introduces the subordinate

Ask pupils to read the sentence, identify clause, which gives extra information in a
the main clause, identify the subordinate sentence, but it does not make sense on
clause and underline the subordinating its own.
conjunction that introduces it.
Pupils know that a subordinate clause has
a verb.
(G3.4) Deer are nervous near the water because they know crocodiles may be there.
Deer are nervous near the water because they know crocodiles may be there.
Answer
marks
(1 mark)
and
Ask pupils to think what they know about Pupils know the terminology
subordinating conjunctions. subordinating conjunction and main
clause.
Practise
Ask pupils what they should do to answer

the question. (Read the sentence Pupils know that the subordinating
carefully; identify the main clause; conjunction introduces the subordinate
identify the subordinate clause and clause, which gives extra information in a
underline the subordinating conjunction sentence, but it does not make sense on
that introduces it.) its own.
Pupils know that a subordinate clause has

a verb.
10 Complete the sentence with an appropriate subordinating conjunction.
(G3.4) __________ the crocodile grabbed the zebra, it dragged it back under the water.
After the crocodile grabbed the zebra, it dragged it back under the water.
Answer
marks
(1 mark)
and
Ask pupils to think what they know about Pupils know the terminology
subordinating conjunctions. subordinating conjunction, main clause
and subordinate clause.
Practise
Ask pupils to read the sentence and think

about subordinating conjunctions they Pupils know that the subordinate clause
know. Which one would make sense in is introduced by a subordinating
the sentence? conjunction.
classify justify
musician invention
division
Rising Stars 2021 © Hodder & Stoughton Limited You may photocopy this page
Year 5 (Autumn) Non-Fiction: Saltwater Crocodiles
Intervention overview
The three Learning Sequences in this Intervention practise pupils’ grammar, punctuation and spelling and vocabulary skills. These are
closely linked to the Content areas for KS2 Grammar, Punctuation and Spelling.
Grammar Punctuation Spelling and Vocabulary

G1.5b Relative clauses, relative G5.6a Commas to clarify meaning G6.3 Converting nouns or adjectives into
pronouns G5.6b Commas after fronted adverbials verbs using suffix -ify
G7.1 Standard English G5.2 Full stops to demarcate sentences S47 Spelling words that sound like ‘shun’
G3.4 Subordinating conjunctions -tion, -sion, -cian
Spelling and definition of: classify, justify,
musician, invention, division
PREPARE
The wording and layout of the questions reflect those frequently used in tests so that pupils become familiar with the vocabulary of test
questions. Each Learning Sequence takes place over two sessions (see ‘Suggested timetable’ for more detail).
Inside the Learning Sequences Preparation

Each Learning Sequence contains: • Download and print the text extracts and questions (one set for each pupil).
• a printable text extract (from the non- • Read through the teaching guidance for the session and print a copy to refer to if
fiction text used in Shine Reading Skills: needed.
Saltwater Crocodiles) followed by a set • Ensure access to the online modelling responses software if you are using it (see Shine
of questions GPS Introduction for more details).
• online modelling responses software • Speak to the class teacher (if appropriate) about desired outcomes of the targeted
• teaching guidance, including answers sessions, which may differ depending on the pupil or group.
• key spelling cards for practice • Determine how you will reflect and give feedback on the success of the session.
• Shine GPS record and impact forms Question and answer sheets can be kept in a digital folder or exercise book to support
teacher assessment. See provided Shine GPS record and impact forms also.
Rising Stars 2021 © Hodder & Stoughton Limited. You may photocopy this page.
Suggested timetable Teacher guidance
The suggested timetable for each • The teaching guidance should be followed throughout each session with particular attention
Learning Sequence is to have two given to the ‘Check pupils’ understanding’ column which identifies key skills.
sessions per week prior to the next • Work together to answer the questions. Use the model/support/practise approach described
assessment opportunity. Both sessions on the teacher’s guidance page. Note pupils who need more encouragement and support.
would be based on the same short text
extract. The first session is for the adult Grammar and Punctuation Learning Sequences:
to model how to interpret the questions Share the text extract with the pupils, either by reading it aloud or, if using the online modelling
software, play the audio. Discuss the whole text if pupils are familiar with it from Shine Reading
and demonstrate what is required to
Skills.
answer each question. The second
session is for the adult to closely Explain to pupils they are going to explore grammar or punctuation questions based on the text
monitor the pupils as they extract. Use:
independently practise a parallel set of • Session 1 – Modelled Responses
questions.
DO
• Session 2 – Supported Independent Practice
• Session 1 – Modelled Responses:
Text extract Saltwater Crocodiles and Spelling and Vocabulary Learning Sequence:
questions (25–30 minutes). Explain to pupils that that they are going to be learning how to spell words with the suffix -ify,
• Session 2 – Supported Independent the suffix -cian and the suffix -ion as well as learning how to spell 5 words from the Year 5,
Practice: Text extract Saltwater Autumn GPS test.
Crocodiles and questions (25–30 • Session 1 – Spelling words with the suffixes -ify, -cian, -ion and definitions and spelling
minutes). analysis of the 5 focus words: classify, justify, musician, invention, division
• Session 2 – Testing the 5 focus words
The text extract contextualises the
grammar so that pupils can understand
the effect of the grammatical features in For all Learning Sequences be aware of pupils who are:
context. - unfamiliar with grammatical terminology
If pupils need help with more than one - finding it difficult to work out what the question is asking
- unfamiliar with the question rubric
Learning Sequence, then you will need a
separate 25–30 minute session for each.
Answers
The answers for the questions are on the teaching guidance pages. After pupils have completed the work in each session, discuss the
answers they gave to the questions. Include questions they gave correct answers to as well as those they found more difficult. Ask:
• why did you give that answer?
• can you see where you went wrong and how to avoid that mistake again?
Be sure to make notes of the pupils’ marks and anything that they found difficult.
Skills Practised – Grammar Skills Practised – Punctuation Skills Practised – Spelling
REVIEW
By the end of this Learning sequence,
and Vocabulary
By the end of this Learning Sequence,
pupils should be able to: pupils should be able to: By the end of this Learning Sequence,
pupils should be able to:
• Recognise a relative clause and a • Use a comma or pairs of commas to
relative pronoun that introduces that clarify meaning • Convert nouns/adjectives to verbs
clause using the suffix -ify
• Use a comma after a fronted
• Use Standard English and recognise the adverbial • Recognise that the -cian ending
differences between informal spoken indicates a person skilled in a task
English and standard written English • Use a full stop to demarcate
sentences and to clarify meaning. • Spell words with the -ion suffix
• Recognise and use subordinating
DO
conjunctions which introduce • Spell the following words with

subordinate clauses. suffixes: classify, justify, musician,
invention and division
Spelling and Vocabulary

The Spelling and Vocabulary area of learning for this text focuses on the following words: classify, justify, musician, invention, division.
The words are introduced in context in the Modelled Responses session with their definitions and tested in the Supported Independent
Practice session.
You may wish to use the photocopiable spelling cards to give pupils further practice with these words.
Next steps
High to full marks:
REVIEW
• Responses and marks indicate secure knowledge and understanding of:
• relative clauses
• relative pronouns
• Standard English
• subordinating conjunctions
• all 5 focus words spelled accurately.
• Works confidently and independently.
• Return to quality-first, whole-class teaching.
A few errors:
• Misunderstands one or more teaching point (from Session 1).
• Ask pupil to explain why they gave the answer they did to pinpoint the misunderstanding.
• Find the specific part of the Session 1 teaching that models the skill.
DO
• Re-teach skill in a one-to-one session or within guided reading/writing.
Many errors and a low score:

• Indicates that the work is fundamentally at the wrong level for the pupil.
• Locate a relevant unit from a lower year group to teach in a one-to-one session.
• Discuss outcomes with SENCO to determine whether further intervention is necessary.

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Grammar, Saltwater Crocodiles

Many people believe crocodiles are the scariest

1. Underline the relative clause in the sentence below.

Zebras that come to drink at the river might be attacked by a crocodile.

2. Underline the relative clause in the sentence below.

The crocodile, whose attack is lightning quick, is feared by many creatures.

3. Underline the relative pronoun in the sentence below.

The saltwater crocodile, which is found in Australia, is the largest crocodile

4. Underline the relative pronoun in the sentence below.

5. Write a relative pronoun to complete the sentence below.

The photographer, _____________________________ was hiding in the bushes, hoped

Tick (P) one.

£ Them crocodiles are the scariest animals.

7. Tick the sentence that is written in Standard English.

Tick (P) one.

£ The deer could of escaped if it had run faster.

8. Underline the subordinating conjunction in the sentence below.

9. Underline the subordinating conjunction in the sentence below.

10. Complete the sentence with an appropriate subordinating conjunction.

The visitors went swimming _____________________________ they had been warned

Session 1: Modelled Responses

Before the session:

Read the text:

Answer the questions

Explain to the group that a relative clause Check pupils know:

trying their best) is a relative clause. It is

Relative pronouns introduce relative

Ask pupils to read the question and discuss

Ask pupils to underline the relative clause.

2 Underline the relative clause in the sentence below.

Pupils understand that relative

Ask pupils to work with a partner to

Ask pupils to identify the relative pronoun

Ask pupils to underline the relative clause.

a second time but instead say: Sami went

Who is used to refer back to a person. That

Remind pupils that relative pronouns

Read the sentence with the pupils. Remind

Ask pupils to work with a partner to

Ask pupils to work with a partner to

5 Write a relative pronoun to complete the sentence below.

they think it is written in Standard

(singular); ‘these crocodiles’ or ‘those

Remind pupils that ‘them’ is the object

Ask pupils to read the second sentence

Explain that in Standard English we do

Ask pupils to read the final sentence. Ask

Ask pupils to select the correct box

the auxiliary verb ‘has’ (singular except

Ask pairs of pupils to read the final

Ask pupils to tick the correct box.

Explain to pupils that subordinating Check pupils know the terminology:

the main clause in a sentence.

Examples of subordinating conjunctions

Ask pupils to underline the subordinating

Ask pupils what a subordinating Check pupils know the terminology:

Ask pupils what is the main clause in the

Ask pupils which word connects the main

Ask pupils to underline the subordinating

10 Complete the sentence with an appropriate subordinating conjunction.