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Dubai

Inverted Commas

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Published in: English
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Inverted commas are punctuation marks that are used in writing to show where speech or a quotation begins and ends.

Joylyn P / Dubai

15 years of teaching experience

Qualification: Dyslexia Intervention/School Readiness/ABA/RBT

Teaches: English, Science, Maths, General Science, Education, English As A Second Language, English Language, Others

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  2. Fronted Of Assessment for Learning Three Corners Do the following fronted adverbials show time, place or cause? Stand at the corner that pu think is correctl Fronted adverbial of Fron&d adverbial Of (when something happe_rung) (where something happening) (how something happening) In the morning, Afterwards, Happily, In the distance, After a while, In the garden, Suddenly, Later that evening, Silently, By the river
  3. Solve the Learning Objective Consider the assessment for learning activity that we have just explored. Can you use critical thinking skills. engagement and collaboration to work out today's learning objective with a partner? Learning Objective: To...
  4. L .0: To .use S.-u.cces.6 Learning Objective .c.a.•n I A-e.n.te,n-ce R-eseec•t T zoc.her s Did you correctly articulate the learning Objective? Which Of Our RCS Learning Habits and Values might help you achieve this? How will you challenge yourself today?
  5. Key Vocabulary Fronted adverbial modify describer
  6. Let's Remember... A fronted adverbial is used to describe the verb or action that follows. They usually describe where when or how the action is being done. They come at the front of a sentence. We use a comma to separate it from the main clause.
  7. Fronted Adverbials Can you identify the fronted adverbials in these sentences? Do they express where, when or how something is happening? Silently, the mouse crept along the floor. On his balcony, Jeff planted some flowers. Late at night, Hannah reads her book. As quick as a flash, the car zoomed past. Feeling nervous, the little girl rode her bike.
  8. Fronted Adverbials - Modelling Can you collaborate with a partner to think of appropriate fronted adverbials for each sentence? Where does the comma need to be placed? Why? Sam relaxed on the beach. the swings were empty. George watered the flowers in his garden. John and Paul walked around the maze. the huskies pulled the sledge.
  9. Fronted adverbial examples (when id it happening?) Later L ate.' TWO later, At around (where u it happening?) (how id it happening ?) e• After a Before whde, long, In the' datance, within the' Amongst. the Beyond On Hidden between In a small dearing, As Nervoud quietly as Without, a they could,
  10. Using fronted adverbials in writing How could this image be described using a fronted adverbial? Would an adverbial of time (when), place (where) or cause (how) be most suitable? Modelling writing: the tall trees swayed in the Wind.
  11. Using fronted adverbials in writing How could this image be described using a fronted adverbial? Would an adverbial of time (when), place (where) or cause (how) be most suitable? Modelling writing: the windows of the cottage glowed.
  12. Using fronted adverbials in writing How could this image be described using a fronted adverbial? Would an adverbial of time (when), place (where) or cause (how) be most suitable? What other examples could be used? Modelling writing: the children ate their lunch.
  13. Independent Application / Task Time the end of the lesson: I of you should be able to use fronted adverbials in your riting. ost of you should be able to evaluate the effectiveness of ronted adverbials in your writing. ome of you should be able to modify fronted adverbials in ur writing and articulate their impact on the reader. Bronze: guided / shared writing — completing sentence stems by writing a nted adverbial. ilver: writing sentences containing fronted adverbials to match pictures. iscussing the effectiveness and impact of fronted adverbials used. old: writing a short descriptive paragraph containing fronted adverbials. odifying and up-levelling vocabulary choices in purple pen. Explaining he impact on the reader.
  14. Modelling / Guided Writing Space
  15. L .0: To .use S.-u.cces.6 Learning Reflection .c.a.•n I A-e.n.te,n-ce R-eseec•t T zoc.her s Which of our RGS Learning Habits and Values did you use? How did you challenge yourself today?

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